2nd Grading - Lp English Vi

3. Unlocking of Difficulties; Have the pupils identify the meaning of the following words by answering the configuration clues given.

LESSON PLANS IN ENGLISH VI USING THE FOUR PRONGED APPROACH 2nd GRADING PERIOD

1. more distant; remote

LESSON # 1 2. to press between tow bodies; to crush I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use plural of compound nouns. TS: 4. Write a model compositionarrange details in order.

3. to mark the surface of anything.

4. a cry of a hen or a goose

II. SUBJECT MATTER: GLR: The Long - Necked Giraffe and the Humble Pullet OLD: Using Plural of Compound Nouns. TS: Writing a Model Composition – Arranging Details in Order

squeezed farther

cackle scratch

4. Motive Question: What is the best thing to be, according to the giraffe?

Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Writing 3. p 23 Explore Your World Through Language and Literature p. 102 – 103. English For You and Me Reading p 21 - 23 Across Borders Through Language pp. 5 -7 Dynamic Series in English p. 260 Materials: strips of cartolina. Index cards

B. During Reading Activities: Have the pupils listen to the story. Let them take down important details about the story. THE LONG NECKED GIRRAFE AND THE HUMBLE PULLET

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre –reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the following rhymes:

There was a giraffe that was very tall. He always said, “It is good to be tall. Oh, how good it is to be tall.” “Oh, no. It is good to be short. Honesty, it is wonderful to be short,” said the pullet. “Let us take a walk and see,” the giraffe answered back. They came upon a wall. There trees near the wall. The giraffe ate and ate leaves of the trees while the pullet just looked and looked.

Young lambs to sell, If I‟d much money As I could tell, I wouldn‟t be crying “Young lambs to sell.” Cobbler, cobbler, mend my shoe Get it done by half past two. Stitch it up and stitch it down And then I‟ll give you half a crown.

“See, it is good to be tall! I told you so,” the giraffe said to the pullet in between big bites.

2. Motivation: Which is better, to be tall or to be small?

“Let us walk farther and see,” said the pullet. They came upon a very high wall. The pullet wished she could cross the tall wall, but with her size, she thought she couldn‟t. All of a 1

sudden, she saw a hole at the bottom. The pullet squeezed herself and went into the vegetable garden. There she ate and scratched while the giraffe waited patiently.

GROUP 3: WRITING A PARAGRAPH Give the advantages disadvantages of being – a. a tall child b. a short child

“See, it is good to be short,” the pullet said when she joined the giraffe again.

and

GROUP 4: I WRITE A SONG!

The giraffe remarked. “You know what I think? I think it is best to be what you are.” “You are right, my friend,” cackled the pullet happily. And then they became the best of friends.

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

C. Post Reading Activities: 1. Answering the motive question: What is the best thing to be, according to the giraffe?

1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister:

GOLD (Grammar, Oral Language Development)

Harry Hunt hunts heavy hairy hares Does Harry Hunt hunts heavy hairy

2. Comprehension Check: Have the pupils answer he following questions: a. Who was very tall? Very short? b. Why is it good to be tall? How was this shown in the story? c. Why is it good to be short? How was this shown? d. What became the giraffe and the pullet at the end of the story? e. Do you agree with the giraffe that “it is best to be what you are?” If so, give examples.

hares? If Harry Hunt hunts heavy hairy hares, Where are the heavy hairy hares Harry Hunt hunts? 2. Motivation: Look for the nouns in the crossword puzzle below. I K Q W A A

3. Engagement Activities: Have the pupils perform the following activities:

J C M F U B

H V E V C I

L O L T T P

V I O L I N

D C D B O W

S E Y U N B

H K G Q E R

M O A G S T T F E R R O

3. Review: Checking of assignment: Direction: Read each sentence. Complete the sentences with the correct plural form of each noun in parentheses.

GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

1. Three ____ and three boys form a team. (man) 2. Two ____ play water polo. (woman) 3. A family brought their ____ so they can play musical chairs. (radio) 4. These soccer players can run as fast as _____. (deer) 5. The players‟ voices created _____ (echo)

GROUP 2: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

4. Presentation: Have the pupils read the letter below Direction: Write each sentence. Complete the sentences with the correct plural form of each noun in parentheses. 2

1. 2. 3. 4. 5.

October 5, 2009 Dear Rose, How are you now? About me, I’m having a great time here in the city. I’ve traveled along wide expressways and flyovers. I’ve seen skyscrapers at the center of the city. I was overwhelmed by all these sights. But you know what? I miss our farmhouse and the wildlife we enjoy so much. Anyway, I’ll be back there in a week’s time. See you soon.

7. GENERALIZATION: What are compound nouns? How are compound nouns formed? How do compound nouns form their plural?

Your pal, Lito

REMEMBER: A compound noun consists of two or more words. It may be a combination of: 1. noun + noun Armchair - armchairs 2. verb + noun Breakwater - breakwaters 3. verb+ adverb Breakdown - breakdowns 4. noun + adverb passer-by - passers-by 5. noun + adjective court martial - courts martial 6. noun + prepositional phrase brother – in – law brothers – in – law

5. Discussion: What are the nouns used in the letter above? Have the pupils write the nouns such as time, city, expressway, flyovers, skyscrapers, center, sights, farmhouse, and wildlife What do you notice about the nouns time, center and sights? (They are oneword nouns) How about the words expressways, flyovers, skyscrapers, farmhouse, and wildlife, what characteristics do they have in common? (They are formed by putting two nouns together.) What are the nouns that make up expressways, flyovers, skyscrapers, farmhouse, and wildlife? How do we call these nouns? (They are called compound nouns) How are compound nouns formed?

There are three forms of compound noun. They can be separate words like beauty queen; hyphenated as in officer - -in charge; or they can be combined words as in sideline.

The following rules are applied to form the plural of compound nouns: 1. When the second word is a noun (noun + noun, verb + noun), add –s at the end of the compound. This rule also applies to the majority of compound nouns. (verb + adverb).

Study how the plural of the following nouns are formed: father – in – law editor – in - chief bookshop court martial

a box for letters worn on a rainy day catches fish gives a flashing light for emergencies a game played with a basket or goal

fathers – in – law editors – in – chief bookshops courts martial

2. In combinations such as noun + adverb, noun + adjective, noun + prepositional phrase, add –s to the main noun.

Discuss the different ways on how compound nouns are formed. Discuss how compound nouns form their plural. Discuss further. Use the given information under Remember.

8. APPLICATION: A. Guided Practice: Divide the pupils into group. Have the pupils perform the activities given.

6. Fixing Skills: A. Think of a compound noun that fits the given meaning. Ex. the sun goes down - sunset 3

GROUP 1: Form a compound noun based on the given definition. Then write its plural form. 1. a store where medicines or drugs are sold. 2. a person who pushes drugs illegally. 3. a drop of tear. 4. a road crossing a main road 5. a ball game played by foot

A

GROUP 2: Answer each question with a compound noun. Then write its plural form.

1. guard 2. wheat 3. tree 4. earth 5. egg 6. horse 7. fire 8. god 9. flower 10. battle

1. What do you call the yard at the back of the house? 2. What kind of belt is used in a car or an airplane? 3. What do you call the shoe of a horse? 4. What kind of fruit has a star in its name? 5. What kind of bird has a black feather?

I am a bird with black feathers. I am the light from the sun. I am the wife of your brother. I am a big thorny fruit. I am a machine that flies like a bird.

/e/ tell sell dead red bless fell spell lead wet

GROUP 4: Make compound word by matching the nouns in the two columns. Then write its plural form. 1. 2. 3. 4. 5. 6. 7. 8.

way tug teller suit house flower wheel door

field top house shell worm cry child man fighter bed

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the pair of words. Note the difference in their sounds.

GROUP 3: Riddle fun. What am I? Write a compound noun to answer each riddle. Write also its plural form. 1. 2. 3. 4. 5.

B

boat path knob barrow story case dog sun

2.

/i/ till sill did rid bliss fill spill lid wit

Review: How do we write sentences?

3. Motivation: How do you feel about a storm? 4. Presentation: Present the picture of a storm and its effect. Have the pupils talk about their feeling about a storm.

B. Independent Practice: Match the words in column A and column B to form compound words. Then write the plural form of the compound word formed. A B 1. river hook 2. board car 3. bell bar 4. fish bank 5. box card 6. salad bath 7. bird fruit

5. Discussion: (Give each pupil a meta card for them to write all the answers to the questions to be given by the teacher.) What do you encounter/ experience during and after storm? What activities do you enjoy when there is a storm? What activities can‟t you enjoy? What things delight you? (Have the pupils paste their answers on the board)

IV. EVALUATION: A. GOLD. Direction: Match the words in column A with column B to form compound nouns. Then write its plural form.

Have the pupils arrange all the details written on the board in order. Have them also formulate sentences out of the details on the 4

board. Then the teacher guides the pupils in arranging them in logical sequence to create a meaningful body. Then the teacher will also guide the pupils in formulating the ending of the paragraph.

LESSON # 2 I. OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use nouns plural in form but singular in meaning. TS: 4. Sequence events of a story listened to through guided questions.

6. GENERALIZATION: What is the characteristic of a good paragraph? REMEMBER:

II. SUBJECT MATTER: GLR: Juan Tamad Sells Rice Cake GOLD: Using nouns that are plural in form but singular in meaning. TS: Sequencing events through guided questions.

A good paragraph must have an effective beginning and ending. The body contains the details that support the topic well.

7. APPLICATION: Have the pupils write the composition on a piece of paper. Be sure to apply the correct punctuation and capitalization. Note the indention at the beginning paragraph. Write neatly and clearly.

Reference: 2002 Basic Education Curriculum PELC Speaking 5.6; PELC Listening 5 p 23 Phoenix 21st Century English 6 p 39 English for You and Me Reading p 21 - 23 Across Borders through Language pp. 5 -7 Dynamic Series in English p. 260

IV. EVALUATION: TS. Direction: Call on a volunteer to read aloud his/her composition in class. Guide the pupils to evaluate it considering these questions:

Materials: strips of cartolina, index cards III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister:

1. Does it have an effective beginning sentence? 2. Do all the supporting details keep to the topic? 3. Is the ending sentence effective?

I do like cheap sea trips, Cheap sea trips on ships. I like to be on the deep blue sea, When the ship she rolls and dips.

V. ASSIGNMENT: A. GOLD. Direction: Write the plural form of the following compound nouns: 1. 2. 3. 4. 5.

2. Motivation: Do you know Juan Tamad? Do you know any story about Juan Tamad?

sleepwalker aide – de – camp school day commander – in - chief dustbin

3. Vocabulary Development: Have the pupils identify the meaning of the italicized words in the sentences.

B. TS. Have the pupils rewrite the composition on their theme notebook.

1. When one is whistling gaily, he is whistling ____. (happily) 2. Describe a brook. How is it different from other bodies of water? (stream) 3. What do chores mean? (household tasks) 5

He saw some butterflies in the acacia tree. “Here, pretty ladies, are some rice cakes,” he said. The butterflies did not say anything. “They are very good. See, I‟ll get another one. Come and taste them.” The butterflies flew away.

4. Motive Question: What is peculiar (strange) in the story? B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story.

“You think you are too good for my rice cakes? I shall sell them to somebody else,” said Juan. He got his basket of cakes and walked on. Pretty soon, Juan came to a brook. How cool the water looked! It would be good for his tired feet. Juan waded in the brook. He saw some green frogs on the stones. “Rice cakes for sale! Do you want to taste my rice cakes?” “Ko-kak! Ko-kak!” said the frogs. “Oh, you want to taste the rice cakes. Here is one.” Juan threw a rice cake to the frogs. They ate it up. “You want some more? It is only twenty centavos each.” “Ko-kak! Ko-kak!” said the frogs. Juan threw one more rice cake to the frogs. Then he threw another one. More frogs came. “Ko-kak! Ko-kak,” said the frogs. Juan kept throwing his cakes until none was left. “Now pay me.” “What! You have no money now?” “Ko-kak! Ko-kak!” “You will pay me next week? All right. I shall be back next week.” Juan was happy that he sold all the cakes. He went home, whistling gaily. When Juan got home, his mother asked, “Did you sell the cakes?” “Yes, Mother.” “Where is the money?” “They will pay me next week.” The following week, Juan went to the brook to ask payment from the frogs. He said, “Where is the money for the rice cakes? You said you will pay me this week.” “Ko-kak! Ko-kak!” said the frogs. “What! You will pay me next week again? Be sure you do, “said Juan. When Juan came home, his mother asked for the money. He said, “They will pay next week.” Another week passed again, and still Juan went home without the money. His mother became angry. “I will go with you, Juan,” she said. “Let us go and get the money for the rice cakes.” Juan leads his mother to the brook. When they were near, they heard the frogs say, “Kokak! Ko-kak!” “There is where I sold the cakes,” said Juan.

JUAN TAMAD SELLS RICE CAKES “Wake up, Juan. The sun is already high in the sky,” said Mother. “But I am still sleepy, Mother.” “Get up now. Don‟t just sleep all day. Help your mother do some work in the house.” “I do help you sometimes, Mother.” „Then, get up and go to town. Sell these rice cakes I have baked early this morning.” With this, Juan Tamad got up. He stretched his arms and legs thinking how it would be nice to still stay in bed. When Mother came back, she placed a twisted towel on Juan‟s head so that he could carry a basket of rice cakes on his head. “Now go and sell the rice cakes like how good boys do. Be sure you are paid twenty centavos for each rice cakes,” said Mother. And Juan went whistling gaily as he walked. The basket of cakes was on his head as he shouted: “Rice cakes for sale! Rice cakes for sale! Come and buy my rice cakes!” “Cheep, cheep!” said the birds. “They are twenty centavos each,” Juan said. “Cheep, cheep” the birds said and flew away. “If you do not want to buy my rice cakes, somebody else will.” Juan continued walking. The sun was hot. The basket was getting heavy. He called again, “Rice cakes for sale! Who wants to buy rice cakes?” Soon he came to an acacia tree. “I shall rest for a while,” he said. Juan sat under the shade of the tree. He put the basket of cakes beside him. Soon, he began to feel hungry. He got one of the rice cakes and ate it.

6

“To whom? I do not see anybody,” said Mother. “There!” said Juan. “Here is my mother. Give her the money. Pay her for the rice cakes.” “Ko-kak! Ko-kak!” said the frogs. “They say they have no money now, Mother.” “You foolish boy! Did you give the rice cake to the frogs?” “Yes, Mother. They liked your rice cakes very much. They ate them all.” With this, Juan‟s mother became very angry. “How could you sell the rice cakes to the frogs?” Juan‟s mother dragged him back home and made him do all the house chores as punishment.

GROUP 3: STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________

Who is the main character? Where and when did the story take place?

What is the problem or conflict?

What did the main character do to solve the problem?

-Adapted

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question. What is peculiar in the story?

How did the story end?

GROUP 4: DRAW ME!

2. Comprehension Check: Have the pupils answer the following questions: a. In the beginning of the story, what gives you the idea that Juan is lazy? b. What did his mother ask him to do? c. Narrate Juan‟s encounter with the following animals: 1. birds 2. butterflies 3. frogs d. If you were Juan‟s mother, would you have reacted in the same way? Why? e. Do you know other stories about Juan Tamad?

Draw Juan and one of the animals in the story. Make a dialogue between the two using the bubble.

Juan:

Animal:

Allow the pupils to perform the activities under limited time.

GOLD (Grammar Oral, Language Development)

3. Engagement Activities: Have the pupils perform the following activities.

1. Drill: Pronunciation drill: Have the pupils recite the following words with /i/ sound.

GROUP 1: LIGHTS, CAMERA, ACION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

hill did mix tick bit lift slid

GROUP 2: WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

pitch lips kill list still fit ditch

sick grin chill rid chip lid

Have them read the following phrases: A silly kitten Spilled milk 7

a dripping pitcher kill the insect

Hit with a stick The fifth gift A written will

a big fish fit for a king with a grin

3. Economics (is, are) a subject in high school. 4. Politics (is, are) an interesting topic for debate. 5. Mumps (is, are) contagious disease and it usually breaks out during summer.

2. Review: Checking of assignment. Direction: Write the plural form of the following compound nouns:

1. 2. 3. 4. 5.

7. GENERALIZATION: What form of the verb is used with nouns plural in form but singular in meaning?

sleepwalker aide – de – camp school day commander – in - chief dustbin

REMEMBER:

. Nouns such as aerobatics, billiards, civics, mumps, mathematics, measles, politics all end in –s. Yet this does not mean that it is used in the plural form. Although these words end with an s, they are still considered singular. Hence, the verb used is singular.

3. Motivation: Have the pupils read the following words: Aeronautics news Physics series Civics species

8. APPLICATION: Have the pupils perform the following activities given.

What are the numbers of these nouns? Let us see. 4. Presentation: Have the pupils read the following sentences:

GROUP 1: Direction: Choose the correct verb form in each sentence.

1. Mathematics is more fun when it is learned with friends. 2. Politics is the favorite topic of conversation of my parents during Sunday gatherings. 3. Measles is contagious.

1. The study of Civics (demands, demand) that we understand our country’s history. 2. Social Studies (has, have) become the most interesting subject for Sherwin this year. 3. The senior students say that Physics (is, are) fun and interesting subject. 4. The human species (is, are) a thing of wonder and beauty.

5. Discussion: What are the underlined words in the sentences? What are these nouns? How do these words end? What are the numbers of these nouns? What from of the verb is used with these nouns? Discuss further. You may use the information given under REMEMBER.

GROUP 2: Direction: Write the correct form of the verb in the parentheses to complete the sentence. 1. Measles ____ all over his body. (spread) 2. Mumps ___ caused by virus. (be) 3. Tonsillitis ____ swelling of the throat. (cause) 4. The Philippines ____ plenty of historical places and tourists spots. (have) 5. Mathematics _____ fun. (be)

6. Fixing Skills: Direction: Underline the correct verb form in each sentence. 1. Physics (is, are) Karl‟s favorite subject. 2. The news (is, are) aired today.

8

4. Presentation: Have the pupils read the paragraph given:

GROUP 3: Place a check on the blank if the subject agrees with its verb. If not, rewrite it in the correct form.

The Fox and the Grapes

____1. The Philippines is made up of more than seven thousand islands. ____2. Mathematics are interesting and enjoyable subject. ____3. Billiards is becoming popular among youngsters now a day. ____4. Measles are epidemic in rural areas especially during summer time. ____5. Physics is a difficult among students.

A hungry fox went into a vineyard one day. There he saw bunches of sun-ripened grapes hanging high on the vine. They looked so plump and juicy he could almost taste them. First, he jumped up to seize the nearest vine, but he found out that it was too high and he couldn‟t reach it. Then he jumped again and again. But hard as he tried he just couldn‟t reach any of the grapes. Next, he concentrated on the lowest bunch and exerted all his effort to reach it but still he failed. Finally, he gave up and walked away. With one last look at the grapes he said, “Anyone can they are sour.” This just goes to show that it is easy to despise what you cannot possess.

GROUP 4: In each sentence, find a noun that is plural in form but singular in meaning. 1. Ivy helps Ferlin with her report on the different species of insects. 2. Many students find Physics difficult. 3. Have you heard the good news? 4. The Philippines is the home of many talented artists.

5. Discussion: Have the pupils answer the following questions: IV. EVALUATION: A. GOLD. Direction: Write the correct form of the verb in the parentheses to complete each sentence. 1. Tuberculosis ____ one of the effects of excessive cigarette smoking. (be) 2. Mathematics ___ somewhat a difficult subject because of Mathematical problems and computations. 3. Philippines ____ three big groups of islands. (have) 4. Home Economics ____ now a subject for both girls and boys. 5. Measles _____ continuously over his body. (spread)

1. What was the first things happened in the story? 2. When did the fox go into the vineyard? 3. What happened after the fox tried jumping several times? 4. What was the last thing happened? Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

TS. (Transfer Stage) 6. Fixing Skills: A. Direction: Read the paragraph and then answer the questions that follow:

1. Drill: Pronunciation drill. Have the pupils recite the tongue twister given. I‟d rather lather father Than father lather me. When father lathers, He lathers rather free.

After painting the picture of a dragon, Ben left it to dry. He framed his picture and hung it on the wall. What did Ben do first? _________________ What did he do after painting the picture? _____________________________________ What did he do next? ___________________ What did he do last? ____________________

2. Review: Checking of assignment. 3. Motivation: How do you feel when you failed in fulfilling your dreams/desire? 9

B. Have the pupils read the given paragraph. Then have them sequence the events by answering the questions given.

HOW POPSICLES CAME ABOUT One winter night in 1905, eleven-year old Frank Epperson from San Francisco, made a fruit drink. First, Frank mixed the drink with a wooden stick and left it at the back porch all night long.

Allyson saw flames coming from a big warehouse in the neighborhood. Next, he ran home to call the Calapan Fire Department. Then the firemen arrived to put out the fire. Finally, fire was extinguished after a couple of hours.

The weather got very cold. Frank‟s drink turned to ice and the stick would not move. In the morning, Frank pulled out the fruit ice, held it, and tasted it. It was great!

1. What

happened first? _________________ 2. What happened next? ________________ 3. What happened after that? _________ 4. What happened finally? ______________

Frank called his icy pop the “Epperson Icicle.” Soon, he changed it to “Ep-sicle.” The next summer, he made these pops at home and sold the pops to his neighbors at five cents each. In 1923, Frank turned 29 ad started a business of making and selling ice pops. His children called them “pop‟s sicle” and later changed to “Popsicle” by Frank. He made 7 kinds of popsicles. There are now 30 kinds and orange is the best seller.

7. GENERALIZATION: How do we arrange events in a story? REMEMBER:

Sequencing is arranging events in order. In a story, things happen in a certain order so that it makes sense. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

1. What happened one winter night in 1905? A. Frank started a business. B. Frank mixed a drink, left it at the back porch all night long. C. Frank sold the drink to his neighbors. D. Frank‟s fruit drink turned into ice.

Examples of sequence clue words: First next afterward after that Before then finally early morning meanwhile during at the end as

2. How did the ice pop get its name? Number each name in correct sequence. Write 1,2,3,4 in each box. Pop‟s sicle Epperson Icicle

8. Application: A. Have the pupils recall the story “Juan Tamad Sells Rice Cake.” Let them sequence the story by answering the questions given.

Popsicle

Ep - sicle

3. Fill in the missing event in the third frame. Select from the choices given.

1. Who is the main character?

In 1905, Frank Epperson made a fruit drink that turned into an icy pop.

2. Where and when did the story take place?

3. What is the problem or conflict? 4. What did the main character do to solve the problem? 5. How did the story end?

Frank started a business making and selling ice pops.

IV. EVALUATION: TS: Direction: Read the following selection. It is about Frank who made something by mistake. As you read, think about the order in which things happen.

Today, Frank‟s producing 30 kinds of popsicles far and wide. 10

V. ASSIGNMENT: A. GOLD. Direction: Write the noun being described with the following clues. Choose your answer form the given nouns.

LESSON #3 I. OBJECTIVES: GLR: 1. Enjoy listening a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as subjects and predicate noun/nominative. TS: 4. Sequence the episodes of the story through story grammar.

1. Somewhat a difficult subject because of mathematical problems and computation. 2. It is now a subject for both girls and boys. 3. It has three big groups of islands. 4. It is a contagious disease like mumps and chicken fox. 5. It is the daily happenings heard over the radio and on the television. 6. It concerns with citizenry, for the general welfare or betterment of life. 7. Concerns with the affairs of the government. 8. It is an acute contagious disease marked by fever and by the swelling at the side of the face near the ear. 9. It is a systematic exercise performed in rhythm by a group with or without light hand apparatus. 10. The art of performing an activity with body contortions.

II. SUBJECT MATTER: GLR: The Parable of the Hostage GOLD: Using gerunds as subjects and predicate noun/nominative TS: Sequencing events through story grammar. Reference: 2002 Basic Education Curriculum PELC Speaking 3; PELC Reading 5.5.1 24 Phoenix 21st Century English 6 p 297 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Materials: strips of cartolina. Index cards III. PROCEDURE:

GLR (Genuine Love for Reading) Philippines Mathematics Home Economics Physics Economics Civics

news politics mumps measles calisthenics acrobatics

A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: Nina needs nine knitting needles to knit naughty Nita‟s knickers nicely.

B. TS. Arrange the following events in order. Number them 1 – 5.

2. Motivation: What kind of toy do you want to have? What do you do to get this toy?

_____ The Japanese caught him delivering messages to the Filipino guerillas. _____ His fellow prisoners called him KID. _____ Pedro was then imprisoned and tortured. _____ Pedro Flores was in Grade 5 when the war broke out.

3. Vocabulary Development: Have the pupils identify the meaning of the following words. a. fantasized -

b. glimpse -

c. luxury -

d. leverage e. desperate -

11

i

m

e

g

p

p

c

f

o

t

w

p

r d

w

r

r

e

run to their living room to see if the bicycle had been delivered during the night. Then the boy would open the kapis (flat shell) window to check if the toy was packed in the yard fronting the main barrio road.

(Answer: imagine; peep; comfort; power; worried) 4. Motive Question: What did the boy do in order to take his wish?

Still nothing happened. The young lad had become desperate. Several times he heard adults citing a proverb as follows: “Kung hindi makuha sa santong dasalan, kunin sa santong paspasan.” (If you can‟t get it through fervent prayers, get it by force.).”

B. During Reading Activities: 1. Have the pupils listen to the story.

The Parable of the Hostage The eight-year old son of the farmer dreamt of a small bicycle almost every night. In school, he fantasized riding the toy to and from the school. This started a year earlier when he first saw a blue bicycle in the general store of the town shopping center. Since then, he would do anything to join his father marketing their fruits and vegetables in town. For the little boy, getting a glimpse of the bicycle in the store made his day wonderful.

The boy went to the side table and got the image of the Virgin Mary. He wrapped it in an old newspaper and tied it with string. Carefully, he placed the bundle in an empty shoe box and covered it properly. As double precaution, he tied the box with another piece of string. Then he went to the rice bin (bigasan) which was a small barrel with a wooden cover. With his right hand, he dug out the husked rice (bigas) and put it in the shoe box. He covered the box with rice, forming a mound.

But the family finances did not allow such an expensive luxury. The family‟s priorities were school fees, clothes, food and medical costs. A bicycle was not even in the list. His only recourse was to pray for a bicycle. Above the bed of his mother was a framed picture of Jesus Christ. It rested on a shelf with a vase maintained with fresh flowers everyday. On a side table was the image of the Virgin Mary – about eight inches tall, dressed in white, complete with blue sash.

Then the boy returned to the bedroom and talked to Jesus Christ. “now, if you want to see your mother again, you have to send me the blue bicycle. Meanwhile, I am holding her hostage.” Juan M. Flavier

CT. CRTICAL THINKING C. Post Reading Activities: 1. Answering the motive question. What did the boy in order to take his wish?

The little boy prayed alternately to Jesus above the bed and the mother of Jesus on the side table. The plea was the same. “Please send me the blue bicycle from the general store in town. I will do anything if you give me the toy.” Since Christmas was coming, the young lad used the occasion as leverage. “Christmas will soon be here. Please consider a gift for me. There is only one toy I want in the world. Nothing less matters me. All I want this Christmas is the blue bicycle.”

2. Comprehension Check: Have the pupils answer the following questions: 1. What was the dream of the eight-year old son of the farmer? 2. How did his dream start? 3. Why can‟t he get his dream? 4. What was his only recourse then? 5. What did he do when he wasn‟t able to get his dream? 6. If you were the eight year old boy, what will you do in order to get your dream?

Night after night, he prayed with all intensity (dasal na buong taimtim) but nothing happened. He went to bed full of hope and expectations, especially after his evening prayers. In the morning he would

3. Engagement Activities: Have each group perform the different activities assigned under time limit. 12

Use nouns plural in form but singular in meaning.


3. Motivation: Do you have a hobby? What is your hobby? Show pictures of children who are reading, singing, dancing, swimming, etc.

GROUP 2: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

4. Presentation: Have the pupils sentences:


read

the

following

1. Sewing keeps Rosalie busy Saturdays. 2. Dancing is a good exercise. 3. Aurefe‟s interest is cooking. 4. My hobby is reading.


on


5. Discussion: What are the underlined words in the sentences? How do these words end? (-ing) What is the root word of sewing? Dancing? Cooking? Reading? What part of speech is sew? cook? Dance? Read? (verb) How is sewing used in the first sentence? (Subject) Dancing? (Subject) How is cooking used on the third sentence? (Predicate Nominative) How do we call sewing and cooking? Discuss further.


6. Fixing Skills: A. Change the italicized subjects into gerunds.

GROUP 4: ORGANIZER

STORY

GRAMMAR

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________ Who is the main character? Where and when did the story take place?

1. To read biographies is Chester‟s hobby. 2. To draw portraits is my brother‟s pastime. 3. To write poems has become Allyson‟s hobby. 4. To play guitar is Sherwin‟s hobby. 5. To jog around our lawn every morning remains my father‟s habit.


GOLD (Grammar Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the following /o/ block – black sock – sack lock – lack bottle – battle

B. Underline the gerund in each sentence. Identify whether it is used as a subject or predicate nominative.

/a/ top – tap hot – hat cop – cap pod - pad

1. Exercising helps a person maintain a healthy lifestyle. 2. Dancing is a relaxing activity. 3. My aunt teaches dancing. 4. Her motto was winning.

1. Review: Checking of assignment: 13

5. One exciting sport is rowing.

IV. EVALUATION: A. GOLD: Direction: Think of an appropriate gerund that will complete each sentence.

7. GENERALIZATION: What is a gerund? What are the uses of gerunds? How are gerunds used in the sentence?

1. 2. 3. 4. 5.

REMEMBER: A gerund is a verb form ending in ing. It is used as a noun in a sentence. Just like a noun, a gerund can function as a subject of the sentence and predicate noun or subjective complement.

Sherwin‟s favorite pastime is _______. _______ interests Allyson a lot. Karl‟s favorite exercise is _______. _______ broadens one‟s knowledge. Jazzer‟s hobby is _______.

TS (Transfer Stage) 1. Drill: Pronunciation drill. Have the pupils recite the tongue twister given.

Example: Subject: Farming became their main source of income.

The shape-shifter, Shaped like a ship, Shifts his shape to a shapely sheep.

Predicate Noun/Nominative: My hobby is reading. A gerund and the words (modifiers and objects) that go with it make up a gerund phrase.

2. Review: Checking of assignment: Arrange the following events in order. Number them 1 – 5. _____The Japanese caught him delivering messages to the Filipino guerillas. _____His fellow prisoners called him KID. _____ Pedro was then imprisoned and tortured. _____ Pedro Flores was in Grade 5 when the war broke out.

Ex. Catching a cold is ordinary. Gerund phrase

8. APPLICATION: A. Guided Practice: Answer the following questions using gerunds used as subject or predicate noun.

3. Motivation: What do you think happens when an alligator lizard is attacked by an enemy?

1. On windy days, what would you love doing outside the house? 2. At summertime, what do children enjoy doing? 3. Do you enjoy going to the beach? What do you enjoy doing most when you‟re at the beach? 4. What is your father‟s hobby? 5. What do you enjoy doing on weekends?

4. Presentation: Have the pupils read the selection given.

The Tail That Saves When an alligator lizard is attacked by an enemy, it drops its tail. The tail has a part where the bone breaks off easily. The break closes quickly to stop the lizard from bleeding.

B. Independent Practice: Underline the complete gerund phrase in each sentence.

The tail keeps wriggling after it leaves the lizard‟s body. The attacker thinks it‟s still part of the lizard and pounces on it. This gives the lizard time to get away. In time, the lizard grows a new tail.

1. Riding on a plane is one of my worst fears. 2. Drinking eight glasses of water a day is a healthy habit. 3. Driving a car is difficult. 4. I waited for the signing of the contract. 5. I choose swimming in the pool instead of bathing in the river.

Adapted from Jane Ervin Reading for Meaning 6

5. Discussion: Have the pupils study the Graphic Organizer below.

14

An enemy attacks a lizard.

The lizard drops its tail.

Examples of sequence clue words:

The tail breaks off and the break closes to prevent bleeding.

First after that finally meanwhile at the end

next afterward Before then early morning during as

8. Application: The tail keeps wriggling.

The enemy pounces on the tail.

The lizard gets away.

A. Have the pupils read the paragraph. Number the events to show the correct sequence. One day, something special comes to the island. It is a clump of floating tress, vines, weeds and roots. The plants are from an island far away. They were carried out to sea. As they wash up onto a beach on an island, a fat green lizard crawls off the raft. Then she lays her eggs on the island. Finally the eggs hatch and the island has whole family of lizard.

In time, the lizard gets a new tail. Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

_____a. The lizard eggs hatch. _____b. Trees, vines, roots and weeds are carried out to sea. _____c. The plants wash up onto a beach on the new island. _____d. A fat green lizard crawls on the island.

6. Fixing Skills: A. Arrange the following events in order. Number them 1 – 5.

B. Arrange the following events in order. Number them 1 – 5.

____ Fernando Maria Guerrero studied law at the University of Sto. Tomas. ____ He was sent to the United States to help work for Philippine Independence. ____ He finished his college education at the Ateneo de Manila. ____ He was made an officer by General Antonio Luna. ____ He worked for La Independencia.

_____Balagtas fell in love with a beautiful lady from Pandacan. ___ He wrote better poems than his teacher. ___ Balagtas was already weak when he got out of prison. ___ He married a good and beautiful maiden from Bataan. ____ He began his studies with the town priest.

7. GENERALIZATION: How do we arrange events in a story?

IV. EVALUATION: Direction: Read the story then complete the organizer below.

REMEMBER:

Life Cycle of a Butterfly

Events in a story happen in certain order or sequence. Knowing the sequence can help you understand why things happen. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

Butterflies go through four stages of life; egg, larva, (caterpillar), pupa (chrysalis) and adult. This process is called metamorphosis. A butterfly’s larva is called a caterpillar and it spends its days munching leaves. When a caterpillar reaches full growth, it spins a cocoon. Inside the protective sack, it undergoes

15

great changes and eventually a beautiful flying adult emerges as butterfly.

LESSON # 4 I. OBJECTIVES: GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as object of the preposition and appositive. TS: 4. Identify the antonyms of words. II. SUBJECT MATTER: GLR: The Magic GOLD: Using gerunds as Object of the preposition and appositive. TS: Identifying antonyms of words.

V. ASSIGNMENT: A. GOLD: Read Marlon‟s story. Complete his story by using the appropriate gerund. Choose from the list inside the box. waiting standing watching picking

placing protecting driving guarding

Reference: 2002 Basic Education Curriculum PELC Speaking 5.5.5; PELC Reading 1.4 Phoenix 21st Century English 6 p 297 Reading for Meaning p 46 - 59 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Linking the World through English pp. 288 292

flying being staying

I‟m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow‟s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

Materials: strips of cartolina. Index cards,

III. Procedure:

GLR: (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the following words: /u/

B. TS. Direction: Arrange the following events in order. _____

When the fight for our freedom started, Apo Mena joined the rebels. _____ He served as governor of Ilocos Sur. _____ He was sent to the U.S. to represent the country in the World Fair. _____ He spent his time in keeping alive the people‟s interest in arts, letters, and music. _____ He formed bands and orchestras which played native music.

uncle come subway up under

love public us son some

study utter done enough country

2. Motivation: Do you believe in magic? 3. Vocabulary Development: Have the pupils know the meaning of the following words by rearranging the letters to form the words. flat pneumonia wiggle

invisible rummaged pills

1. llsip _____________ (medicine) 2. legwig ____________(to shake) 3. tlaf _______________(lying straight) 16

okay now. He‟s just resting there,” elaborated Mama Rosa. “Thanks, Mama! So, we‟ll play again,” added Bobby.

4. niaompneu _________( a kind of illness) 5. visinblei _________( cannot be seen) 6. gedamrum ___________(searched)

Suddenly, Bobby felt happy with magical feeling. His lunch tasted better. His toys seemed to talk to him. Crabby feelings melted away. And the sun made rainbows through their kitchen window.

4. Motive Question: Have the pupils organize their own questions. B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down notes about the story they are going to listen.

His mother prepared his lunch box and brought him to school. When his Uncle Ramon was sick, it was his mother who took care of Bobby and his little brother.

THE MAGIC Weeks went by. At last, Uncle Ramon came home. His laughter could be heard now from his room. Bobby felt good and inspired to study well. Most of the time, Uncle Ramon sat in his chair and read books. He was so quiet and just stared at Bobby. Bobby remembered how it used to be. They used to have fun together. Those were the days when they stayed in a flat near the supermarket. I‟ll make Uncle Ramon happy,” Bobby said to himself.

“Mama, where‟s Uncle Ramon?” Bobby asked his mom right after he woke up, one morning. “Son, your uncle is sick. He needs to rest in the hospital. He has been confined for observation of his heart ailment. But his doctor said he‟s all right now,” explained Mama Rosa. Uncle Ramon and Mama Rosa are brother and sister. Uncle Ramon has been quite sickly even in his younger days. He was not allowed to do strenuous jobs. When Bobby was still a year old, Mama Rosa took Uncle Ramon to look after her son because she worked full time in their supermarket.

Bobby rummaged in his closet. He got a small white box, opened it then whispered, “Abracadabra, ssh! Boom! Make some magic for Uncle Ramon and me!” Booby ran to his Uncle Ramon. “Looked here, Uncle,” he said and waved something around.

Now that Bobby is nine years old, he still clings to his uncle who loved his antics so much. The two have something in common. They love magic. Uncle Ramon had an invisible magic wand. He kept it in along blue box tied with a red ribbon. No one knew about it except Uncle Ramon and Bobby. It was their secret.

“What‟s that?” Uncle Ramon asked. “It‟s an invisible magic wand. I rearranged my closet and I got this box. Just like the one that we had before, only smaller!” said Bobby. He waved it again and touched Uncle Ramon‟s chin. He made faces and tried to wiggle his nose. Uncle Ramon laughed. “Oh, I made you laugh again, Uncle Ramon. You‟re okay now. You‟re well! Let‟s play and have fun together!” “Yes, Bobby. I forgot about our magic. It‟s good you brought it back!” said Uncle Ramon laughing.

“Did Uncle Ramon bring our magic box, Mama?” asked Bobby. “What box, Bobby?” replied Mama Rosa. “Oh, you don‟t know about it, Mama. I guess, I‟ll have to wait for Uncle Ramon to come home so we can have our magic tricks,” whispered Bobby to his mother.

“It‟s a new one, Uncle. I‟ll tie one tonight with a string so it won‟t get away.”

“Well, you better wait because next week, he‟ll be out in the hospital. He‟s

“Good, do it now, Bobby!” asked Uncle Ramon, as he took some pills. 17

GOLD:

(Grammar, Oral, Language Development)

Bobby went to the kitchen and looked for a piece of string. “Abracadabra, sssh! Boom!” he shouted. The happy feeling was back again in the house. And the sun shone brighter through the kitchen window and made rainbows. -Adapted

from

Highlights

1. Drill: Pronunciation drill: Cecille likes to sell a pencil A pencil Cecille likes to sell Looks like a pen with a seal Rather than a pencil.

for

Children

2. Review: Checking of assignment.

CT. CRITICAL THINKING

3. Presentation: Have the pupils paragraph.

A. Post Reading Activities: 1. Answering the Motive Question: 1. Comprehension Check: Have the pupils answer following questions:

read

again

the

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required.

the

1. Were Uncle Ramon and Bobby‟s secret magic a real thing? Why? 2. Why did Uncle Ramon create it in the first place? 3. How did Bobby enjoy the magic of Uncle Ramon? 4. How was the magic returned? 5. How did it affect Uncle Ramon‟s health? 6. Was Uncle Ramon a good uncle? 7. How did the story end?

4. Discussion: How are we satisfied? 

We are satisfied by preparing our food with the least cost required.

What word comes before the gerund in the sentence? (by) What kind of word is by? (preposition) How is gerund in the sentence used? (object of the preposition)

2. Engagement Activities: Have the pupils perform the following activities under time limit.

Have the pupils read the given sentences: Have them identify the gerund used in the sentence.

GROUP 1: LIGHTS, CAMERA, ACTION

1. No one really benefits from cheating. 2. I want to learn more about healing. 3. Her hobby, sketching, eats up most of her time. (Sentence #3 is used as an appositive) Discuss further.

How did Bobby show his love for his uncle? Make a script and dramatize it.

GROUP 2: THANK YOU Make a “Thank-you Letter” for someone you would like to extend your gratitude to.

5. Fixing Skills: Underline the gerund used in the following sentences then write whether it is used as object of the preposition or as an appositive.

GROUP 3: GET WEL SOON! Make a “Get-well Soon Letter” for someone who is sick.

1. She improved her Math skills by practicing. 2. We should know the benefits of listening from learned men. 3. Claire will report on the basics of dancing.

GROUP 4: DRAW ME Was Uncle Ramon a good uncle to Bobby? How? Show though a drawing.

18

4. My favorite sport, playing tennis, keeps me in shape. 5. His field of specialization, advertising, requires creativity.

GROUP 3: Suppose you won in a lottery amounting to P 1,000,000. Write a paragraph telling how you will spend the money. Use gerund in the sentence.

6. GENERALIZATION: What are the other uses of gerunds?

GROUP 4: What do you do during summer? Have each member of the group answers the question using gerund as object of the preposition, and appositive.

REMEMBER: A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

B. Independent Practice: Direction: Underline the gerund used in the sentences and then write its function.

1. Object of the Preposition – when the gerund used comes after the preposition. Example: She will report on baking. prep. Gerund 2. As an appositive Example: She spends most of her time in productive pastime, baking cookies.

1. Some painters use sponges for mixing colors. 2. His work, baking bread, helps the community. 3. Thank you for getting me out there. 4. I‟ll explain about sewing next time. IV. EVALUATION: A. GOLD: Direction: Underline the gerund in each of the following sentences and identify its function:

7. APPLICATION: a. Guided practice: Have the pupils perform the following activities with the group:

1. The crop was ready for harvesting. 2. The project, keeping the community clean and green, I supported by the people. 3. The crop was ready for harvesting. 4. Their job, baking cookies, provided more earnings. 5. Their newfound work, tilling and weeding the land, proved to be very exciting.

GROUP 1: Write sentences for the following gerunds with their given function: 1. 2. 3. 4.

cooking (appositive) fencing (object of the preposition) jogging (appositive) traveling (object of the preposition)

TS (Transfer Stage) GROUP 2: Underline the gerund in each sentence. Write whether it is used as object of the preposition or as an appositive.

1. Drill: Pronunciation drill: Have the pupils read the following words focusing in /I/ and /iy/ /I/

1. Mabini became one of the pillars of the Revolution, committed to the ideal of freeing the Philippines from the Spaniards. 2. A congested classroom is not conducive to learning. 3. Ed’s talent, painting, is his greatest contribution in the school. 4. His job, writing articles for the La Solidaridad, was a well-kept secret.

mill sit win still rid live pill din

19

/iy/ meal seat wean steal read leave peal dean

2. Review: Checking of assignment: Direction: Select from the word box the synonym of the given word. Write it below the given word. The first one is done for you. real genuine

value ________

promise ________

What descriptions did Dickens use? (Opposites) Have the pupils study the following words: A B best wisdom belief light hope everything

coarse _______

decline _______

5. Discussion: What are the given words under A and B tell us? What are these words? What are antonyms? Discuss further.

late ________

6. Fixing Skills: A. Direction: Identify the antonym pairs in each of the following sentences. Then underline them. The first one is done for you.

Word Box rough pledge worth refuse genuine tardy

3. Motivation: Have the pupils identify opposite of the following: North - _____ Right - _____ Up - _______ Smooth - ______ Correct - ______

worst foolishness incredulity darkness despair nothing

1. She may be my friend, but she can also be my worst adversary. 2. The Ten Commandments were given to establish order from chaos. 3. Her sad expression turned jubilant when she heard the glad news. 4. I found out he was friendly, not belligerent as he was rumored to be. 5. Don‟t dawdle nor hurry, but take enough time to do your work well.

the

B. Read each sentence below. Copy the italicized word on the first column of the form following the sentences. Then copy its antonym found in the same sentence on the second column. Number 1 is done for you.

4. Presentation: What do the given words tell us? Have the pupils study how the author, Charles Dickens of “A Tale of two Cities” effectively describes the confusion at the time the story took place.

1. Her quiet words belied the furious beating in her heart. 2. The pleasant afternoon was interrupted by a violent earthquake. 3. The walk to the seashore was easy but the climb up the mountain was arduous. 4. To a quiet person like me, the visitor seemed to be a garrulous man. 5. We wondered whether her act was inspired by kindness or by malice.

“It was the best times, it was the worst of times. It was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us….”

20

ITALICIZED WORD

ANTONYM IN THE SAME SENTENCE

1. furious

1. quiet

2. 3. 4. 5.

IV. EVALUATION: TS. Direction: From the list of words below, select the antonym of the underlined word in each of the sentences.

2. 3. 4. 5.

1. 2. 3. 4. 5.

7. Generalization: What are antonyms? @ Antonyms are words with opposite meanings. Antonyms are used effectively in making descriptions. Opposites show strong contrast between two ideas, persons or things.

dry strong lively

8. APPLICATION: A. Replace each underlined word with antonym. 1. 2. 3. 4. 5.

B. TS. Direction: Read the given sentences below. Supply the antonym of each word in parentheses. Then rewrite the sentences with the needed antonyms.

B. Match the words under Column A which means the opposite of the words under column B.

2. Mr. Abiog is very (rich). He lives in a (big) house, wears (expensive) clothes and eats (costly) food. ____________________________________ ____________________________________ ____________ 3. Sherwin is a (bright) pupil. He always gets the (highest) score in tests. He reads and writes (fast). He has (many) friends. _______________________________________ _______________________________________ _________________________________

B a. big b. deep c. ugly d. long e. wet

C. Direction: Write each sentence. Replace each underlined word with an antonym given from the list of words inside the box. The first one is done for you. 1. Sometimes people smile at what they read. Sometime people frown at what they read. 2. There are many wide streets in the city. 3. Mary is very extravagant. 4. How much did your brother gain in his business. 5. Everybody is busy today. thrifty idle frown

burn normal

V. ASSIGNMENT: A. GOLD: Direction: Write 5 sentences using gerund as object of the preposition and 5 sentences using gerund as appositive.

Our living room is ugly. Few plants hang by the windows. I feel restless in that room. The shelves hold dull pottery. Dark curtains frame the windows.

A 1. pretty 2. dry 3. short 4. tiny 5. shallow

The winner was a sluggish runner. It is humid in the jungle. A glass toy would be fragile. I like my cereal to be soggy. Sometimes, my brother exhibits weird behavior.

LESSON # 5 I. OBJECTIVES: GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as direct object TS: 4. Write a home reading report. II. SUBJECT MATTER: GLR: Gombay and the Wild Ducks OLD: Using gerunds as Direct Object TS: Writing a Home reading Report

narrow lose

Reference: 2002 Basic Education Curriculum 21

PELC Speaking 5; PELC Reading 1.4 Phoenix 21st Century English 6 p 297 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Linking the World through English pp. 288 - 292

4. He ducked the moment he sensed a revolver aimed at his head. 5. It would not be cowardly to duck when you spot an angry fist coming your way! 4. Motive Question: How did Gombay came to be one of the ducks?

Materials: strips of cartolina. Index cards, picture of a duck

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down notes about the story they are going to listen.

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the tongue twister given:

Gombay and the Wild Duck Once there lived a hunter named Gombay. There was a pond near his house where wild ducks came to play. He had been getting one for each day as his father had before him. But one day he thought, “If I can catch a hundred wild ducks in a day, I can be as lazy as I want for ninety-nine days.” It seemed like a very good plan.

What does Watt-watt White want? Watt-watt White wants a pair of white pants. A pair of white pants is what Wattwatt White wants. 2. Motivation: Have you ever heard of the story about the man who was allowed to own as much land as he could and in the end got just enough to bury him six feet under the ground? What does that say about wanting more than you need?

Immediately he set the snare of a hundred loops made with one rope. Then he hid himself behind a tree. It was just before dawn, and he could count ninety-nine ducks in the loops. He waited for one more duck. Finally, the sun began to show bright on his face. Then the birds were surprised to know they were in a trap, and flew up all together at once. Gombay, holding the end of the rope went high up in the sky, too. “Help, help!” he cried from the sky, but nobody could hear. Alas, the rope snapped suddenly, and he went down. Soon, he realized he had become a wild duck as he was falling down. Yes, he was flying now as freely as he wanted. It was like a dream for Gombay, but he had to live as a wild duck, anyway. He felt hungry, so he flew down near a pond. He found a small fish swimming in the pond. He was going to catch it for a tasty meal, but he was caught with a snare like the one that he had used.

3. Vocabulary Development: A word can have more than one meaning. Have the pupils decide which meaning of duck is used in the following sentences. a. b. c. d. e.

a swimming bird to dive or dip the head to avoid or evade cotton fabric someone who is considered attractive or a darling f. someone who cannot act efficiently because of disablement g. someone with peculiar characteristics.

Gombay became sorrowful and said to himself, “What a pity when even one duck is caught! And I tried to get a hundred ducks at a time. It is indeed the punishment of God.” He shed tears, and they dropped on the rope. Then it snapped. What a miracle! Gombay was so glad that he shed tears again for his great joy. This time the tears flowed down and got his clothes wet. What a miracle again! He became Gombay as he was. Since then, he stopped

1. He was such a duck and everyone loved him! 2. The outgoing president knew that his decisions would eventually be challenged by the incoming president. He is what one may call a lame duck. 3. He had some light clothes made out of duck. 22

hunting wild ducks and he became an honest, kind – hearted farmer and lived happily forever.

GOLD (Grammar, Language Development)

-Yoshimasa Kogawa

1. Drill: Pronunciation drill: Have the pupils read the following words:


jar large scarf yard

C. Post Reading Activities: 1. Answering the motive question: How did Gombay came to be one of the ducks? 2. Comprehension Check: Have the pupils answer following questions:

Oral,

guard charm market chart

arm smart dark hard

card car park harm

Have them read the following phrases. Have them read the words with /a/ sound well.

the

carve a heart a large scarf a mark on the guitar a jar in the barn a card for Arthur an ark in the park

1. 2. 3. 4.

Who is Gombay? What kind of person is Gombay? What did he decide to do one day? What experiences did he have when he became one of the wild ducks? 5. Did he enjoy being a wild duck? 6. What freed him for being a wild duck? 7. When he was back to being Gombay, what lesson did he learn form his experience? 8. To prove his resolve to be a better person, what did he give up? 3. Engagement Activities: Have each group perform the following activities.

2. Review: Transform the following verbs into gerunds then use each one of them in sentences as subject and predicate noun. 1. 2. 3. 4. 5.

Climb Write Read Cook Study

Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

3. Motivation: Have the pupils answer the following using questions using gerund.  What do you usually do during weekends?  What do you like to eat during recess time?  What is your father‟s hobby?

GROUP 2: DRAW ME

4. Presentation: Have the pupils read the paragraph:

GROUP 1: LIGHTS, CAMERA, ACTION

What do you think would have happened to Gombay if he did become human again?

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required.

GROUP 3: WRITE ME A LETTER

5. Discussion: Have the pupils underline the gerund used in the paragraph. The teacher will write the answer on the board. What do we love very much? (Teacher will write the answer)

In the story, Gombay already had what he needed but succumbed to wanting more. If you will be given a chance to write to him, what will you say?


We love eating very much. What word comes before the gerund in the sentence? (love) What kind of word is love? (verb)


23

How is the gerund eating used in the sentence? (object of the verb) Have the pupils read the following sentences:

3. What does Mary Frances like to do very much? 4. What does your mother find interesting? IV. EVALUATION: 1. GOLD: Direction: Complete the following sentences using gerund as object of the verb.

1. Filipino love playing basketball. 2. Mother likes listening to her favorite radio program. 3. My sister finds dancing interesting.

a. The newscaster came ______ to catch the event. (run) i. The police began _____ the thief. (chase) 3. Princess and Kim find ______ interesting. (dance) 4. The farmers started _______ the fruits since last week. (pick) 3. Agnes loves _______ fiction story. (write)

What are the gerunds used in the sentences? What word comes before each gerund? How are gerunds used in the sentence? Discuss further. 6. Fixing Skills: Answer the following questions using gerund as object of the verb.

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following pairs of

a. What do you love doing during summer? b. What does your sister study? c. What does your aunt teach? d. What do you and your friends find interesting? 7. GENERALIZATION:

words:

What are the other uses of gerund? How is gerund used as direct object or object of the verb? REMEMBER: A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

-

/e/ chase – chess paste – pest baste – best sail – sell

/a/ fate – fat hate – hat main – man eight – at

-

/a/ paint – pant laid – lad vein – van pale – pal

2. Review: Checking of assignment Arrange the following events in order. _____ When the fight for our freedom started, Apo Mena joined the rebels. _____ He served as governor of Ilocos Sur. _____ He was sent to the U.S. to represent the country in the World Fair. _____ He spent his time in keeping alive the people‟s interest in arts, letters, and music. _____ He formed bands and orchestras which played native music.

1. Direct Object – when the gerund comes after the verb. It answers the question what. Example: She likes stitching very much. verb

/a/ lace – less vase – vest gaze – guess hail – hell

gerund

8. Application: Have the pupils answer the questions given

3. Motivation: Do you enjoy reading a story?

1. What do your friends love to do during weekends? 2. What does Karl love to do during winter?

4. Presentation: To be able to read well includes the ability to interpret and summarized accurately the content of what you read. 24

Careful analysis and evaluation are also an important part of good reading. Give an example of home reading report. Book Title: Country Title: Author: Place and Date of Publication: Number of Pages: Setting: Characters:

Stories

of

Comment:

4. Discussion: What was the title of the home reading report? Who is the author? Who Is Magayon? Gat Malayo? Datu Buhawen? Why did Magayon consent to the marriage with Datu Buhawen? What happened when Gat Malayo tried to stop the wedding of Magayon and Datu Buhawen? What is the moral lesson of the story? Discuss the parts of a home reading report.

our

The Legend of Mayon Volcano Amado L. Agorilla Manlapuz Publishing Co., Manila 1989 3 Kingdom of Albay Daragang Magayon, Gat Malayo, and Datu Buhawen Love and Sacrifice

Theme: Brief Summary: Magayon was the most beautiful maiden in the kingdom of Albay. She fell in love with Gat Malayo, a prince from a Tagalog Kingdom in Tayabas. The two decided to marry, but Datu Buhawen, the bravest in Albay kingdom, threatened to kill Magayon‟s loved ones if she would not agree to marry him. Magayon consented to the marriage. On the day of the wedding, Gat Malayo arrived and a fierce battle began. Datu BUhawen was killed. When Gat Malayo was about to claim Magayon as his bride, a friend of Datu Buhawen stabbed him to death. When Magayon saw her lover dying, she took the dagger and killed herself. The two were buried in a common grave. After a few days, the earth on their grave rose and turned into a beautiful mountain-volcano. It was named after the beautiful maiden Magayon. Plot:

The story has a tragic ending. Because of man‟s selfishness, many lives were sacrificed.

5. GENERALIZATION: What are the parts of a reading report? What does each part tell? REMEMBER: These are the different parts of a home reading report: 1. Title 2. Author: the writer of the story 3. Place and Date of Publication: where and when the story was published. 4. Number of pages 5. Brief summary: important points 6. Setting/ Characters – where and when the story happened, major and minor characters 7. Theme – what topic is the story about 8. Plot – sequence of events. 9. Moral Lesson – what learning the story teaches. 10. Comments – what the reader think about the story.

a. Magayon and Gat Malayo met and fell In love and decided to marry. b. Datu Buhawen threatened Magayon to a forced marriage. c. Before the ceremony, Gat Malayo arrived and a battle commenced. d. Buhawen was killed and so was Gat Malayo. e. Magayon killed herself when she saw her lover fall. f. A mountain-volcano rose from their common grave.

7. Practice Exercise: Have the pupils read a short story. Have them write a book report using the format given. Title: Author Place and Date of Publication No. of Pages Brief summary Setting: Characters: Plot: Lesson: Comments:

Moral Lesson: Nothing good comes out from selfishness. 25

report for the story that they are going to read.

IV. EVALUATION: A. TS. Direction: Have the pupils read the story. Have them write a book report using the given format.

LESSON # 6

The Rose Bush and the Apple Tree (Adapted)

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use the possessive form of nouns. 4. Form the possessive of nouns. TS: 5. Follow series of directions in prescriptions and experiments.

Near the apple tree grew a rose bush. The rose bush saw how much she was admired and said, “Who can compare with me, and who is as worthy as I am? My flowers are beautiful to the sight and sweet to the nostrils. True, the apple tree is bigger than I, but what pleasure does he give to mankind?”

II. SUBJECT MATTER: GLR: Pandora‟s Box GOLD: Using the possessive of nouns. Forming the possessive of nouns. TS: Following Series of Directions

When the apple tree heard this, he said, “Even though you are worthier than I in the beauty of your blossoms and the sweetness of your smell, you are less worthy in goodness and friendliness.”

Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 2.1;2.2 Dynamic Series in English p. 42 Phoenix 21st Century English 6 p 28 Linking the World Through English pp. 288 292 Materials: strips of cartolina. Index cards,

“Tell me,” the rose bush said, “what is evidence of your goodness?” And the apple tree answered, “You do not give flowers to man unless you first wound him with your thorns. But I give my fruit to all, even to those who throw stones at me.

III. PROCEDURE:

GLR (Genuine Love for Reading)

V. ASSIGNMENT: A. GOLD: Read Marlon‟s story. Complete his story by using the appropriate gerund. Choose from the list inside the box. waiting standing watching picking

placing protecting driving guarding

A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: Lily Lee listens to lessons, As Lily Lee listens to lessons, She listed eleven lessons on how to listen to lesson.

flying being staying

2. Motivation: What does a myth mean? Have you heard a myth story?

The crow likes ______ on the fence. It never gets tired of _____ for me to leave. _____ our corn is its favorite pastime. My job is _____ the corn form the crows. That is why I‟m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow‟s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

3. Vocabulary Development: Have the pupils read the following situation. From the box below, choose the best word that describes the situation. tidiness meanness cruelty greed

B. TS. Direction: Have the pupils read a short story. Have them make a reading 26

curiosity grief wickedness

PANDORA’S BOX

1. Vira, the stepdaughter of Dona Mary, was washing the clothes one morning. Another pile of soiled clothes was given to her and when she was about to complain, Dona Mary hit her with her cane. ___________________________

When man had been made, Jupiter decided that he would make woman, and send her down to earth. He called on all the gods and goddesses to help him, and they did. Venus gave her beauty. Apollo gave her the gift of music. Minerva gave her wisdom and skill in spinning and weaving. The mischievous Mercury stirred in for spice a few very human failings, curiosity among them. When she was finished, she was lovely. Quite proud of their handiwork, the gods named her Pandora – which means “the gift of all the gods” – and Jupiter put into her hands a chest of ivory, quite small but intricately carved, with an odd golden clasp. He cautioned her to keep it by her always, but never to open it. Then, he sent her down to earth and presented her to Epimetheus.

2. Angelo, a naughty boy in Mrs. Cabral‟s class was thinking of putting the used bubble gum on his classmate‟s seat. _____________________________ 3. Martha was very eager to know what‟s inside the forbidden room. ___________ 4. Miss Castro asked the children to research in the library. After an hour, the bell rang. The children, except for Arleen, gave the books to the librarian and went away. Arlene cleaned the mess that her classmates left. She pushed the chairs back and picked all the pieces of papers scattered around. She returned the books she borrowed and left the library quietly. _________________________

And she made Epimetheus a very good wife. She was a good cook; she kept the house tidy; she wove a beautiful cloth; and she obeyed her husband‟s wishes in everything. In spite of herself, however, she found her thought turning too often to that ivory box she had brought with her. Finally, there came a time when it seemed to her that she and the box could not possibly be in the same house any longer unless she knew what was in it. So she took the little golden key that hung from it by a silken cord, and turned it in the lock. The she lifted the lid – just a little, just for a glimpse.

5. All the members of the family were there. Tears kept falling from their eyes. Their sick father, almost dying, was giving his last will. ________________

Alas, poor Pandora! In an instant, the room was filled with tiny ugly winged creatures, buzzing around the walls and streaming through the windows. What had she done? In a panic, she shut the lid again, but it was too late. For in that box had been all the evil things the world had not known before – Meanness and Greed, Cruelty and Pain, and a million others – and as soon as the lid was lifted, out they flew. They have been flying about ever since, causing all sorts of grief and misery. What a pity she ever let them loose!

6. Mario received one gallon of ice cream from his grandfather as a present. Lito, his youngest brother, asked for some but Mario didn‟t mind him until he had eaten all the ice cream. _____________ 7. An old lady, wearing ragged clothes in front of Dona Narcisa‟s house, was asking for a piece of bread. Dona Narcisa yelled at her and asked her to go away. _______________________

But there is one thing to be said for Pandora – when, in her panic, she clapped the box lid shut again, she did just in time. For in the chest, there with the wicked winged things was Hope. If Hope had escaped with the rest, the world would have been far worse off than it is. But fortunately, she was left behind. And whatever could we do without her? Myth-

4. Motive Question: Why did Pandora open the box? B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down notes about the story listened to. 27



C. Post Reading Activities: 1. Answering the motive question: Why did Pandora open the box? 2. Comprehension Check: Have the pupils answer following questions:


the

Allow the pupils to perform the activity under time limit.

1. Why do you think Jupiter made a woman? 2. What did Venus, Apollo, Minerva and Mercury contribute to Pandora? 3. What does the word “Pandora” mean? 4. Did Epimetheus and Pandora have a happy marriage? 5. What were inside the box? 6. What do they mean?

GOLD (Oral, Development)

Language

1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister: Cecile likes to sell a pencil/ A pencil Cecile likes to sell, Looks like a pen with a seal/ rather than a pencil.

3. Engagement Activities: Have the pupils in each group perform the following activities:

2. Review: Checking of assignment: Have 2 – 3 pupils give their sentences using gerund used as direct object, object of the preposition and as an appositive.


3.

Motivation: The teacher will present different things and will ask the question: Whose pencil is this? Whose bag is this? Whose notebook is this? Etc….

GROUP 2: DRAW ME What do you think would have happened if Pandora followed what was instructed to her?

GROUP 3: ORGANIZER

STORY

GRAMMAR

4.

Presentation: Have the pupils read the dialogue. (To be written on manila paper)

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________

Who Owns That?

Who is the main character?

Precious, Allyson and Jamaica are at the school playground having their short break.

Where and when did the story take place?

Precious: Allyson:

Hey, someone left his bag. It must be Kenneth‟s. I saw him once using it. Jamaica: But Kim has also one like it. It might be his bag. Precious: Why don‟t we look for any identification inside? (looks inside the bag) Aha, it‟s neither Kenneth‟s nor JC‟s. Look at the ID card here. It is Ralph‟s bag. Ivy: (comes close to the girls) Excuse me. Does anyone of you own this wallet?


What did the main character do to solve the problem? How did the story end? 28

  

Precious: It is mine. I‟m glad you found it. Thank you! Ivy: You are welcome. I thought it was Jannelle‟s wallet. Allyson: Well, now we know who own the things we found. You have your wallet Precious. Let‟s go and give this bag to Ralph. He might be looking for it now. Precious: Yes, let‟s go girls!

door‟s knob room‟s key shirt‟s collar

Discuss further. You may use information given under REMEMBER. 6. Fixing Skills: Rewrite the following possession: 1. bicycle of Sherwin 2. parents of Lei and Elise 3. tools of the carpenters 4. kites of the boys 5. speech of the president

Have the pupils answer the following questions: 1. What did the girls find? 2. Who did they think owned the bag? 3. What did they do to find the rue owner of the bag? 4. Who owns the bag? 5. To whom did the wallet belong?

to

7. GENERALIZATION: What do we use to possession?

the

show

express

REMEMBER: A noun that expresses possession, ownership, or connection is in the possessive case. The sign of the possessive case is the apostrophe and s. („s) The phrase of the is used with lifeless or inanimate objects. Possessive case of nouns may be formed in several ways:

Have the pupils read the following statements taken from the dialogue. 1. It must be Kenneth‟s. 2. It is JC‟s bag. 3. I thought it was Jannelle‟s wallet. 5. Discussion: What is added after the name of a person in the sentence? How many own the bag? Who owns the wallet? following

1.To form the possessive singular, add ‘s to the singular form of the noun. Example: Mary‟s song girl‟s dress

a. The girl‟s school uniforms are still new. b. The pupils‟ desks are made of wood. c. The butterflies‟ colors attract many people.

2. To form the possessive plural of nouns ending in s, add the apostrophe (‘) only. Example: ladies‟ shoes leaders‟ abilities

How many own the uniforms? the desks? the colors? Notice that s‟ is added to the nouns if the owner is more than one.

3. Proper names ending in s form the possessive case by adding the apostrophe and s.

Have them examples:

study

the

Have the pupils study the following phrases: knob of the door key of the room collar of the shirt

Example: Jahzeel‟s new shirt

James‟s answer

4. In compound nouns, the ‘s is added to the end of the word. Example: sister – in –law‟s recipe sisters – in –law‟s recipes

What is used in order to show possession? (of phrase) How can we rewrite the following to show possession? Discuss how these phrases can be transform to show possession:

5. If two or more nouns are used together to indicate separate ownership, the ‘s is used after each noun. 29

Example: Kathy‟s and Sarah‟s dresses

(God)

1. ______ saints should be our models. (Children) 2. ______ games are often exciting. (doctor) 3. A ____ training requires long hours of study. (Lady) 4. Girls should imitate our _____ virtues. (Napoleon) 5. ______ gallantry won distinction for him. (baby) 6. The ____ loud cry awakened the sleeping mother. (butterfly) 7. A _____ wings are made up of scales. (deer) 8. The ____ horns are called antlers. (abbot) 9. The _____ hood is missing. (grandparents) 10. Our ______ farm is wide and airy.

6. If two or more nouns are used together to indicate joint ownership, the ‘s is used after the last noun only. Example: Karl and Jazzer‟s boat 7. The of-phrase is commonly used with inanimate nouns to show possession. Examples: end of the story lock of the door cover of the book 8. APPLICATION: A. Guided Practice: Direction: Make your own dialogue using possessive nouns correctly.

IV. EVALUATION: A. GOLD: Direction: Rewrite each sentence. Change each underlined phrase to include a possessive noun.

GROUP 1: Your group was asked by the principal to help look for the owners of the items deposited at the school’s lost – and – found nook.

1.The safety habits of the students should be perfect. 2.The students listen to the opinions of the adults. 3.The comments of the visitors are helpful. 4.The hands of many pupils are raised now. 5.The principal reminds students to use the office of the nurse.

GROUP 2: You talked among yourselves about the food served at your school canteen. GROUP 3: When you arrived home, you find a new pair of shoes, a new bag, a new pair of pants, and a new shirt.

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following words with /v/ sound:

GROUP 4: Complete the dialogue using appropriate nouns in their correct possessive forms. A: We are going to celebrate our ____ anniversary. B: Yes and our teacher wants us to present a puppet show. A: The ___ collection of puppets is a large one. B: However, the principal’s objective was for _____ to write their own script. A: Making the hand puppets can challenge the _____ creativity. B: What could be the ___ share in the work?

vie voltage varnish ventral vibrant

veal veal visa vague varsity

visage valve voter virgin venison

2. Review: Checking of assignment 3. Motivation: Do you know how to wash plates?

4. Presentation: Have the pupils read the directions that follow.

B. Independent Practice: Direction: Fill in each blank with the possessive form of the noun at the left. 30

First, remove the extra food from the plates. Then, put the plates, spoons and forks and glasses together. Rinse them once and soap them, beginning with the glasses, plates, spoons and forks. Rinse the glasses and drain them on the drain board. Then rinse the plates well followed by the spoons and forks. Drain them on the dish drain. When dry, keep them in the dish rack.

another. To follow directions, you must have steps to take in the proper order. 8. Application: A. Read the directions below. Mother taught Mary Frances how to cook rice. Here are the steps given to her. First clean the kettle where you will cook the rice. Then measure 3 cups of rice. Wash the rice 2 times. Put 3 cups of water in the washed rice. Cook until the rice is done. Put the stove to low fire. Then let the rice to cook for two more minutes to cook the rice well.

5. Discussion: What is the first thing to do with the dirty plates? What is done next? What is the next step to take? What step follows? What is done next? What is done last? This time, write the steps in washing plates.

Questions to answer: 1. What is the first thing to do when cooking rice? 2. How many times will you wash the rice? 3. How much water will you add to 3 cup of rice? 4. What must be done when there is no more water? 5. What is the last step to do to cook the rice well?

6. Fixing Skills: Have the pupils read the experiment given on how plants get water from the soil. Then let them answer the questions given.       

Have a stalk of celery ready. Have a clear glass half filled with water. Put a little red food coloring in the water. Mix it well. Then drop the stalk of celery in the glass with colored water. Let it stay for two hours. Observe what happens.

B. Read the paragraphs below. Father went to the farm and suddenly it rained hard. He got wet and caught colds. He asked for medicine from their family doctor. Here is the prescription he got.

Allyson Gale G. Francisco, M.D. East Ave., Medical Center Room 13 MWF 10 – 12:00 NN

1. What are the materials you need in the experiment? 2. What do you put in the glass of water? 3. What do you do in the celery? 4. How long will you let it stay in the water? 5. Can you predict what will happen? 7. Generalization: How do we direction?

Patient’s Name: Pedro Canlas Address: 1512 Nacar Date: Apr. 15/10

Age: 40 Sex: M

Px

Phonyl propanolamine HCl 25 mg - # 15 Chlorphenamine malcate 2 mg & paracetamol 500 mg (Neozep forte)

follow

Sig: 1 tablet every 6 hrs for 5 days. ______________

REMEMBER: Directions are useful in telling you how to make something, like how to cook rice and how to get from one place to

Lic. No. _________ PTR: ___________

1. What medicine was given to him? 31

2. How many times would he take the medicine? 3. How long would father take his medicine?

B. TS. Direction: Read the paragraph given then answer he questions that follow. Jazzer had colds for the past 3 days. He had fever and developed a cough. His mother took him to a doctor. The doctor gave him a prescription.

IV. EVALUATION: Direction: Read the directions below. Then answer the questions that follow.       



Allyson Gale G. Francisco, M.D.

How to Grow a Plant from a Seed Get 5 seeds of white beans. (Patani seeds) Pour a little water on the seeds in a deep plate. Let them stay overnight. In the morning you will see a root coming out. Prepare the pot where you will plant the seed. Put sandy loam soil in it and choose the best seed. You will put the seed with its root down in the soil. Plant the other seeds on the ground or in another pot of soil. Water them a little and let them stay where there is sunlight. Observe how the plant grows.

East Ave., Medical Center Room 13 MWF 10 – 12:00 NN Patient’s Name: Jazzer F. Address: 1512 Nacar Date: Apr. 15/10

Age: 15 Sex: M

Px

Erythromycin – 250 mg - # 10(ERYCIN) Sig: 1 tablet 2x daily for 5 days ______________ Lic. No. _________ PTR: ___________

1. Where did Mother take him? 2. What medicines given to Ric? 3. How often did he have to take the medicine? 4. How would he take the medicine? 5. How long would he take the medicine?

Questions to answer: 1. What is the first thing to do with seed? 2. How long will you let the seeds stay in the plate? 3. What steps follow? 4. How will you position the seed you will plant? 5. What do you do next? 6. Where will you put them?

LESSON # 7 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; simple sentence 4. Form simple sentence. TS: 5. Tell the relationship expressed in the selection as to cause and effect.

V. ASSIGNMENT: A. GOLD: Direction: Change the underlined group of words to include a possessive noun. 1.The farm of my aunt is in Laguna. 2.The school of my cousins is in a nearby town. 3.The truck of my uncle takes them to school. 4.The apartment of Uncle Brad is in the city. 5.The name of my cousin is Celia.

II. SUBJECT MATTER: GLR: Appearances are Deceptive GOLD: Using a variety of sentence as to structure – simple sentence. Forming simple sentence. TS: Recognizing cause and effect relationship. Reference: 2002 Basic Education Curriculum 32

PELC Speaking 6; PELC Reading 6.1 p 23 Explore your World through Language and Literature pp 58 - 61 Dynamic Series in English 6 p 39 Linking the World through English pp. 328

so that her ant colony could have enough to eat during the difficult months ahead. She had collected quite a bit already. Now she was on the lookout for bits of sweet foods that younger members of her colony loved to eat after their meal. Going to and fro between trees and shrubs, Bina suddenly smelt the sweet aroma of pastry. She quickly went around the bush and there she saw it – a large bit of pastry with a whole raisin in it. Just then she looked up and saw something hanging from the leaf of a bush. Looking closer, she saw that it was a tiny tail. It seemed to be all wrapped up in something, as if bandaged.

Materials: strips of cartolina. Index cards, III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister: Should she sell sheers sheets or should she sell shaggy shawls?

“Oh, you poor thing! What a sad fate you have Sundri! I can run anywhere I wish, climb trees, or go over mountains. And look at you, you are trapped in your shell. All you can do is move your tail around a bit. Even ant children can run around and do as much as we can. They are free. You are all bound up and cannot even move. What a life you must have!”

2. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why? 3. Unlocking of Difficulties: Have the pupils identify the meaning of the following words: 1. 2. 3. 4. 5. 6.

appearance deceptive bandaged fate chrysalis scurrying

But there was no answer from the chrysalis. So Bina went on and walk away with her piece of pastry. Bina did not know it, but the “thing” was a chrysalis, the pupa of a butterfly.

a. luck b. pupa c. look d. misleading e. tied up f. rushing

A few days later, Bina came that way again hoping to find more pastry or biscuit lying around. It was unusually hot that day and she was sweating. Suddenly, a cloud seemed to come over and she felt a soft cool breeze. She looked up. Wow! One of the most beautiful butterflies she had ever laid eyes on! Light blue spotted with light pink and yellow dots.

4. Motive Question: What had become Sundri? B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details of the story. 2. Use the Direct Reading Thinking Activity (DRTA) when telling the story.

“Look at me, Bina. I am your muchpitied friend. You boasted of being able to run around and climb mountains. But now try to get me to listen.” “How beautiful and how lucky it is to be able to fly around free!”

APPEARANCES ARE DECEPTIVE

And with a graceful flap of her wings, Sundri, the butterfly flew away like a soft sigh of the breeze.

One day, Bina, the ant, was scurrying about in search of food. Summer was almost over and the rain was approaching. Soon it would be raining and food would be difficult to find. Bina knew it was necessary to stock as much as possible

-An Adaptation-

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question: 33

1. What had become Sundri? (Answer: Sundri had become one of the most beautiful butterflies Bina had ever seen.)

Drill: Pronunciation drill. Have the pupils recite the given tongue twister: Betty bought a bit of butter but she found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

2. Comprehension Check: a. Who is the ant in the story? b. Why is she scurrying about in search of food? c. What did she see something hanging from the leaf of a bush? d. Why did BIna pity Sundri? e. Do you think Bina was right to pity Sundri? Why? f. If you will be Bina, will you do the same with Sundri? g. Is it right to boast with somebody? Why?

2. Review: Kinds of a sentence: Identify whether each sentence is declarative, interrogative, imperative or exclamatory. 1. 2. 3. 4. 5.

The teacher speaks clearly. Turn on the radio. Is there news about the hurricane? Ms. Cruz feed the chicken. How heavy the rainfall is!

3. Motivation: What is a hobby? What are your hobbies? How does your hobby help you? (Have the pupils write a few sentences to tell about their hobbies.)


4. Presentation: Have the pupils read the following sentences:

GROUP 1: LIGHTS, CAMERA, ACTION! What part in the story did you like best? Make a script and dramatize it before the class.

1. Karl collects shells. 2. Karl collects and sells his collection. 3. Ysa and Princess make dresses for their dolls. 4. Sherwin and Jazzer collect poems and write their own haikus.

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

5. Discussion: What is the subject in the first sentence? (Karl) What is the predicate? (collects) How many subjects do we have in the first sentence? (One) How many predicate? (One) What kind of subject do we have in the first sentence? (Simple subject) What kind of subject do we have in the firs sentence? (Simple predicate) What kind of sentence is this? (Simple sentence) Why do we say so? (It expresses only one idea) (Do the same questioning for sentences b, c , d.) (use the concept in the generalization during the discussion)

GROUP 3: WRITE ME A LETTER! Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her. GROUP 4: CERTIFICATE OF RECOGNITION Describe Sundri’s attitude. Make a certificate of recognition for her.

GOLD (Grammar, Oral Language Development)

34

6. Generalization: What is a simple sentence? How do we form a simple sentence?

B. Independent Practice: Direction: Put a check (/) on the blank before each number if the sentence tells a simple sentence and cross (x) if it is not.

REMEMBER: A simple sentence has one independent clause. An independent clause has a subject and a verb and expresses one complete thought. A simple sentence can be formed in four ways:

_____1. Big papayas are raised in that farm. _____2. To get a good grade, you must finish your project early. _____3. We waited long hours at the bus terminal. _____ 4. Every day, I watch the incoming ships. ______5. Tricia and Allyson moved and removed their furniture.

 Simple Subject and Simple Predicate  The food is packed in three ways.

IV. EVALUATION: GOLD: Direction: Complete each simple sentence with a compound predicate.

 Compound subject and simple predicate  Air, water and sunlight are needed to make plants grow.

1. Our neighbor _________________. 2. The children at the plaza _____________________. 3. The river behind our house ____________. 4. The trees at the forest ______________. 5. Plastics _________________________.

 Simple Subject and Compound Predicate  The rain fell and flooded the streets.

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following contrastive pairs of words:

 Compound Subject and Compound Predicate  Butterflies and other insects alight on the flowers and sip their nectar.

/t/ - /d/ ten – den time – dime tow – do grate – grade pat – pad

1. 2. 3. 4. 5.

7. Application: A. Guided practice: Direction: Make five simple sentences of your own following the instructions for you.

2. Review: Checking of assignment: Direction: Write the antonym of the following words:

GROUP 1: Your group was asked by your English teacher to write a sentence describing your family.

1. 2. 3. 4. 5.

GROUP 2: You talked among yourselves about the food served at your school canteen.

bright thick pleasant wonderful pretty

3. Motivation: Match the phrases under column A with the phrases under column B to complete the thought.

GROUP 3: When you arrived home, you find out that your father has just arrived from the States.

A

GROUP 4: Write 5 sentences about the things that you would love to do during Christmas

35

B

__1. An apple a day…

__2. Exercise and proper diet…. __3. Chain-smoking... __4. Trees around us...

a. ..make the air fresh and clean b…keeps the doctor away. c. can cause a lung cancer. d. make our body strong and healthy.

Number the statement 1 if it happened before (cause) and 2 if it happened after (effect). 1. _____ Lucille got low grades in Math. _____ She did not study hard. 2. _____ Kyle graduated valedictorian of his class. ____ He made his parents very proud. 3. _____ Computers help us a lot in our school work. _____ Information is easy to gather with just one click of a finger.

4. Presentation: Have the pupils read the paragraph given: There is a massive drought or dryness of land in many places of the country. This happened because the El Niño phenomenon has set into the atmosphere.

4. _____ Mother praised Jamaica. _____ Jamaica got high grades in her report card. 5. _____The children jumped for joy and shouted “Hurray!” _____They won in the English competition.

5. Discussion: Why is there massive drought or dryness of land in many places of the country?

7. Generalization: What is a cause? What is an effect?

Have the pupils read the following sentences: (use the color coding strategy)

REMEMBER: CAUSE is the reason why something happens. It is a statement that expresses what happened before. There are some signal words that help you recognize cause. These are: since, because, when and if.

1. The river has become smelly and filthy because the people kept on throwing their waste into it. 2. Fish in the river die because people use dynamite in fishing.

EFFECT is the result or outcome of what happened. It is the statement that expresses what happened after. There are some signal words that help you recognize effect. These are so, thus, as a result, and therefore.

What made the river smelly and filthy? What is the effect of throwing wastes/ garbage in our rivers? Why do fish die? What will happen if fishermen use dynamites in fishing?

8. Application: A. Guided Practice: Direction: Complete the chart. Write the cause, the signal word used and the effects for each sentence.

How would you analyze your answers in questions A and B? How can you identify the cause of a given situation? How would you analyze your answers in questions C and D? How can you identify the effect of a given situation? Discuss further. Use the information given under REMEMBER.

Cause

Signal Word

Effect

1. Today, people know a lot about how the body works because of centuries of study.

2. Early people had strange ideas about how the body works because they very little scientific knowledge.

6. Fixing Skills: 36

3. If we understand our bodies, we can better take care of them

scheduled for that day. IV. EVALUATION: TS. Direction: In each pair of sentences, which is the cause and which is the effect? Write C for the cause and E for the effect.

4. Amy is so interested with the human body, therefore, she decided to become a doctor.

1. _____ Math problems are difficult. _____ Raquel was worried and unhappy.

5. Exercise daily so your body will stay fit and trim.

2. _____She is not getting enough sleep. _____Elise May spends much time watching TV at night. 3. _____She kept her mind in her work. _____ Pauline turned off her TV set.

B. Independent Practice: I. Direction: Write your answers in complete sentence.

4. _____The sea waves were too rough. _____The fishermen did not go out to the sea.

1. Why are many animals in danger of becoming extinct? 2. Why are there heavy traffics in the city? 3. What is the effect of heavy rains? 4. What is the cause of landslide in some mountainous areas? 5. What are the effects of eating balanced diet?

5. _____The fisherman was happy. _____The fisherman made a god catch last night. V. ASSIGNMENT: GOLD: Direction: Complete each simple sentence with a compound subject.

II. Match the causes in column A with the effects in column B. Write the letter of the correct answer. A B ___1. Jason got a. Business poor grades in all establishments subjects in the and offices used first quarter. power generators ___2. Louie was to resume their not able to attend services. his classes. b. A big fire ___3. An old woman fell started from the asleep unmindful old woman‟s of a lighted house. candle on a c. His parents table. prohibited him ___4. There was from playing a power computer games interruption in the entire city and hanging-out for five hours. with friends. ___5. Father had d. He was absent a severe from his work. headache e. He was not able to take the test

1. 2. 3. 4. 5.

_______________ lent their bikes. _______________ rode around the park. _______________waved to us. __________ scampered out of their way. __________ looked on with amusement.

B. TS. Direction: Read each pair of sentences. Write C before the sentence that tells the cause and E before the one that tells the effect. 1. _____The player trained vigorously for the contest. _____She bagged the gold medal. 2. _____She became fit and ready for competition. _____She trained long and hard everyday. 3. _____Despite her success, she is sweet and gentle. _____Most people, especially her neighbors, adore her. 4. _____The champion made many Filipinos proud.

37

_____She was greeted and cheered by a huge crowd upon arrival.

2. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

5. _____She is studying sports medicine. _____She wants to improve the health condition of the athletes.

3. Unlocking of Difficulties: Have the pupils identify the meaning of the following words: a. b. c. d. e.

LESSON # 8 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; compound sentence 4. Form compound sentence. TS: 5. Recognize words with ph 6. Spell words with ph

Enchanted (charmed) Orphan Magical (the unexplained) Invisible (unseen ) Vengeful (unforgiving)

4. Motive Question: Was the Engkanto ng Ilog vengeful? How? B. During Reading Activities: Have the pupils listen as the teacher reads the story.

III. Subject Matter: GLR: Gabi and the Engkanto GOLD: Forming Compound Sentence TS: Recognizing Words with ph

Gabi and the Engkanto Long ago, there lived a pretty young woman called Gabriella. Although she was an orphan and lived alone, she had many friends. They loved her and called her Gabi for short.

Reference: 2002 Basic Education Curriculum PELC Speaking 6; Listening: Dynamic Series in English p. 9 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 328

She lived in a humble nipa hut with a beautiful garden where different flowers like santan, gumamela, sampaguita and rosal could be found. Gabi took care of her plants and flowers by watering them morning and afternoon. She also removed the dry leaves and flowers and trimmed the branches whenever they had grown too long.


Beside Gabi‟s garden was a swiftly flowing river. Its banks were lined by great balete trees. The people believed that Gabi‟s flowers grew beautifully because the river water had magical powers. The spirit of the water, they said, had favored Gabi.

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the –ed in the following words pronounced as / Id/. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Gabi didn‟t believe that the river was enchanted for she had gone there many times and had seen nothing at all.

demanded dedicated blended waded reported snorted collected raided descended painted

But the river was truly enchanted. A river spirit, Engkanto ng Ilog had lived there for a hundred years. He watched Gabi silently every day. He could not be seen as he was invisible.

38

One morning, while Gabi was filling her jug, the river spirit appeared before her and introduced himself. He told her of his desire to love Gabi as his wife and if she agreed she would have all his riches. Gabi turned down his offer and told him that she did not need his wealth. Engkanto told her that he would return next summer and would ask for her final answer.

3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: LIGHTS, CAMERA, ACTION! What part in the story did you like best? Make a script and dramatize it before the class. GROUP 2: I WRITE A SONG!

Gabi was afraid, closed her eyes and opened them again. The river spirit had become invisible again, so she thought it was just a dream.


The year passed. Gabi had forgotten about the river spirit. She was too happy taking care of her garden. When summer came, the Engkanto appeared to her once more. She still refused to marry him and said, “I am very sorry but I cannot go with you. I do not love you!” The Engkanto was so angry that he turned her into a gabi plant so that no one else could have her. He said, “Because your heart is hard and stubborn, I will deny you the blessings of my river and your leaves will never get wet.” He told Gabi that she will forever remain a plant unless her heart turns soft and she decides to marry him.

GROUP 3: WRITE ME A LETTER! Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her. GROUP 4: WRITE ME A POEM Describe Gabi’s attitude. Make a poem describing her.

GOLD (Grammar, Oral, Language Development)

-Adapted by Jasmine Roshua Cupcupin from Marla Yotoko Chorengel’s “Gabi and the Engkanto”

1. Drill: Pronunciation drill: Have the pupils read the following phrases after the teacher.


1. night and day 2. ice cream and cake 3. bread and butter 4. touch and go 5. push and pull 6. by hook or by crook 7. rich or poor 8. coffee or milk 9. black or white 10. take it or leave it

C. Post Reading Activities: 1. Answering the motive question: Was the Engkanto ng Ilog vengeful? How? (Yes, because she turned Gabi into a gabi plant so that no one else could have her.) 2. Comprehension Check: a. Who is the main character in the story? b. How did Gabi take care of her garden? c. What was the people‟s belief about Gabi‟s beautiful garden? d. Did Gabi believe them? Why? e. Who was the river spirit? What did he offer Gabi? f. Did Gabi accept the Engkanto‟s offer? Why?

2. Review: Checking of assignment Direction: Complete each simple sentence with a compound subject. 1. 2. 3. 4. 5.

39

__________lent their bikes. __________rode around the park. __________waved to us. __________scampered out of their way. __________looked on with amusement.

1. You have to come early _____ you will be marked late. 2. They need to cooperate with us _____ they will be reprimanded. 3. I am a Filipino ____ I am willing to die for my country. 4. I saw the movies several times ___ I still love to watch it. 5. I love to eat a lot ____ I have to watch my weight.

3. Motivation: When can we say that a sentence can stand alone? 4. Presentation: Have the pupils read the following sentences. a. They loved her and they called her Gabi for short. b. I am very sorry but I cannot go with you. c. You will marry me or you will forever remain a plant.

7. Generalization: What is a compound sentence? REMEMBER: Sentences can also be compound. A compound sentence contains two sentences joined by a comma and the words and, or, and but known as coordinating conjunctions.

5. Discussion: What two sentences joined the first sentence? Does each sentence convey one complete idea? What word joined the two sentences? How do you call and, or, but? What form of sentences are these? Discuss further what a compound sentence is. Use the concept under Remember.

And is used to show addition. But is used to show contrast. Or is used to show choice. You can form compound sentences by joining two or more independent clauses or complete sentences. Each sentence that makes up the compound sentence has a subject and a predicate of its own.

6. Fixing Skills: A. Direction: Write YES on the blank if the sentence is a compound sentence and then underline the two independent clauses. Write NO on the blank if the sentence is not a compound sentence.

8. Application: A. Guided Practice: Direction: Form a compound sentence from the given simple sentence by using the appropriate conjunction.

_____1. Mount Pinatubo erupted in 1991 but I was not in the Philippines then.

_____3. Tess read the poem “I Know Why the Caged Bird Sings” and blew us away.

1. The lights dimmed. The audience became quiet. 2. The beginning was too boring. The music was too loud. 3. Lightning flashed all night. It didn‟t rain. 4. Uncle Mario didn‟t see the snake. He would have jumped back. 5. Romeo wants to build his model house. He has no place to work on it.

_____4. Manila looked mysterious from the 40th floor and she wanted to paint its beauty on canvas.

B. Independent Practice: Direction: Match the sentences in Column A and B to make a meaningful compound sentence.

_____5. My Mother prepared the meal and set the table.

A. 1. Daddy took me to a skating rink (b) 2. Some men cleaned the school building.(d) 3. Newspapers inform us about a lot of things. (a) 4. Cute little girls danced gracefully. (c)

_____2. She cajoles everyone to get up to read a poem or recall favorite stanzas.

B. Direction: Fill in the blank with the needed conjunction to complete each compound sentence. 40

5. Classes will start on June 9 (e)

_____The fishermen did not go out to the sea.

B. a. and readers enjoy reading them. b. and I skated for two hours. c. and the crowd applauded their number. d. and their wives helped them happily. e. but we are still not ready. IV. Evaluation: A. GOLD: Direction: Combine each pair of sentences to form a compound sentence. 1. Father goes fishing often. He doesn‟t like to eat fish. 2. Lino picked up his things. He ran for the bus. 3. Volleyball is fun. It is a good exercise. 4. The amusement park was open. The children were lining up for the rides. 5. The mouse saw the cat. The cat didn‟t see her.

5. _____The fisherman was happy. _____The fisherman made a god catch last night. 3. Motivation: How do you call a story of one‟s life, his present and past experience, dreams or plans or ambitions? (biography) 4. Presentation: Show the psalms printed on cartolina strips Read the psalms emphasizing the words with gh and ph sounds  Psalm 131:1 Lord my heart is not proud; my eyes are not haughty I don‟t concern myself with matters too great or awesome for me.

1. Drill: Pronunciation drill: Have the pupils read the given tongue twister:

 Psalm 126:2 We are filled with laughter and we sang for joy And the other nations said, “What amazing things the LORD has done for them.”

A big blue bug bit the bold bald bear And the bold bald bear bled blood badly.

 Psalm 98:6 With trumpets and the sound of the ram horn make a joyful symphony before the LORD the King!

TS. Transfer Stage

 Psalm 139:20 They blaspheme you your enemies take your name in vain.

2. Review: Checking of assignment: Direction: In each pair of sentences, which is the cause and which is the effect? Write C for the cause and E for the effect.

 Psalm 146:9 The LORD protects the foreigners among us, He cares for the orphans and the widows  Psalm 89:19 You once spoke in a vision to your prophet and said, “I have given help to a warrior. I have selected him from the common people to be King.”  Psalm 118:16 The strong right arm of the LORD Is raised in triumph. The strong right arm of the LORD has done glorious things!

1. _____ Math problems are difficult. _____ Raquel was worried and unhappy. 2. _____She is not getting enough sleep. _____Elise May spends much time watching TV at night. 3. _____She kept her mind in her work. _____ Pauline turned off her TV set. 4. _____The sea waves were too rough.

41

Examples: Initial ph

5. Discussion:  Study the underlined words, what do you notice? Answer: They are words that have consonant combinations and sounded the same when read. They are sounded as /f/ when read.

1. phantom 2. pharmacy 3. phase 4. Philippines 5. philosophy

 What are the consonant combinations in these words? Answer: They are ph and gh.

Medial gh 1. roughness 2. toughness 3. laughable 4. laughing 5. coughing

 Read the words together. (Note mouth movement while reading to assure correct pronunciation.)

blaspheme laughter right prophets

1. graph 2. telegraph 3. pictograph 4. monograph 5. paragraph

Final gh 1. cough 2. tough 3. rough 4. enough

3. a musical composition as in orchestral sonata

What two words from the Psalms do not sound /f/ when read? - haughty and right How are they read? - they are read with silent /gh/

4. to speak or address with irreverence

Focus on the words with /ph/ and /gh/ sounded as /f/. Go back to the given words note the positions of /gh/ and /ph/.

5. children deprived by the death of one or both parents

Group the words under the proper column. medial gh final ph medial ph triumph orphans

1. graphical 2. aphids 3. morphine 4. Paraphernalia 5. paraphrase

2. a cause of merriment

 Study the words further.

laughter blaspheme

Final ph

6. Fixing Skills: Guess the key words based on the meanings given using configuration clues.

Demonstrate the correct position of the tongue to stress the sound /f/. haughty triumph orphans symphony

Medial ph

symphony prophet

6. one of the writers of the prophetic books in the old testament



Give more examples of words with ph and gh sounded as /f/ when read.  Enable pupils to group words included in the initial ph, medial ph and final ph with words having medial gh and final gh. (In this activity, give pupils time to list five related words independently. Pupils are grouped and are encouraged to share words. A group picks best-three words and explains to class. This is called “FIVEWORDS-THREE-WORDS” interactive strategy.)

7. the joy or exultation of victory or success

Answer Key: 1) laughter 2) symphony 3) blaspheme 4) orphans 5) prophet 6) triumph 42

7. Generalization: How are two consonants in sequence or digraph ph pronounced?

C. Complete each sentences by filling in the blank with the appropriate word using ph or gh.

REMEMBER: The two consonants in sequence or digraph ph is pronounced as /f/.  Phonetics analysis of a word helps us to understand the meaning of a word. Some words have consonant combinations which are sounded the same when read but their spelling are different. Example: ph and gh are sounded as /f/  Some words show irregularity in spelling. Example: words with augh and ough.

1. Organize your sentences well so that you can make a good . 2. It is important that a beginning reader should have awareness. 3. An earthquake is a natural that we can hardly predict. 4. Those are the only souvenirs of the grand reunion. 5. Do you agree that our country, the , is the “Pearl of the Orient Seas?” 6. exercises help us pronounce the words correctly. 7. When I go to college, I will take up , Arts and Letters. 8. He is as as a warrior when he is faced with problems. 9. His and colds terribly trigger his headache. 10. The and rocky road caused the car engine to stop.

8. Application: A. Oral Practice: Have the pupils following words correctly. ph said as f hyphen siphon phenomenon physics phonetic phosphate ophthalmology orphanage

read

the

Answer Key: 1. paragraph 3. Catastrophe 5. Philippines 7. Philosophy 9. cough

sapphire phosphorus phlegm pamphlet headphone mimeograph photogenic hemophilia

IV. Evaluation: TS. Direction: Write the word with ph described or defined.

B. Use the words given to complete the following sentences: a. b. c. d. e.

2. phonemic 4. photographs 6. Phonetic 8. tough 10. rough

1. a group of related sentences. _ _ _ _ _ _ _ ph

philosophy biography geography phantom phony

2. a group of words. ph_ _ _ _ 3. another word for picture, usually shot by camera. ph _ _ _ _ _ _ ph

1. When I read the _______ of Dr. Jose Rizal, I was convinced that he deserved to be called our national hero. 2. A social worker‟s ______ in life is to serve others. 3. Our lesson in _______ is about the provinces in Luzon. 4. That clown is a _______ because he is not the real one. 5. Carmela enjoyed watching the movie, “_________ of the Opera.”

4. a person‟s own handwriting signature. _ _ _ _ _ _ _ ph 5. anything appearing or observed, especially one having scientific interest. ph _ _ _ _ _ ph _ V. Assignment: A. GOLD. Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but. 43

1. The book was funny. It was exciting. 2. The cat needed excitement. He became bored. 3. Maz had adventures. He always escaped. 4. The cat could go to the right. He could go to the left. 5. He was brave. He was also intelligent.

Initial pacify panic pastor petite passion

1. 2. 3. 4. 5.

rampant stipend trample nepotism participle

1. 2. 3. 4. 5.

bleep shape creep shop soup

Medial

B. TS. Direction: Use the following words with ph in meaningful sentence. 1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

paragraph philosophy biography phrases geography

Final

2. Motivation: Have you seen a lion? Show a picture of lion. Have the pupils describe the lion.

LESSON # 9 I. OBJECTIVES:

3. Unlocking of Difficulties: Have the pupils read the clues then arrange the following jumbled letter to form the correct word.

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; complex sentence 4. Form complex sentence. TS: 5. Tell the key concept implied.

a. bsetas ( The Lion is called the King of ______ because he is big and strong.) b. bleatiirr (The Lion had an ____ mood because his wife told him that he had a bad breath.) c. nuplaesnat (The Queen Lioness said that the Lion has the most unpleasant smell.)

II. Subject Matter: The King of Beasts and His Three Advisers Forming Complex Sentence Telling the Key Concept Implied

4. Motive Question: Why were the animals afraid of the lion?

Reference: 2002 Basic Education Curriculum PELC Speaking 6; PELC Reading 4 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 284

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

The King of Beasts and His Three Advisers The lion is called the king of beasts. He is big and strong. So, the animals are afraid of him. But not his wife, Queen Lioness.


GLR (Genuine Love for Reading)

One morning, the king of the forest was in an irritable mood. His wife, the Queen had said something he did not like. Queen Lioness ha told King Lion that his breath was most unpleasant. So King Beast called the animals. First, he called the sheep.

A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the words with initial, medial and final /p/ sound.

44

“Friend Sheep,” he roared, opening wide his big mouth, “would you say that my breath smells unpleasant?”

3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: LIGHTS, CAMERA, ACTION!

Believing that the lion wanted an honest answer, the sheep gave it, and the king of beasts bit off her head for a fool.

What part in the story did you like best? Make a script and dramatize it before the class.

King Lion was very angry. He roared and called the goat. “Mr. Goat, tell me the truth. Do I have a bad smell? Do I have a bad breath?”

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

The goat saw the sheep‟s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as roses in the garden.” “Before he could finish, the goat was torn to pieces. “I do not like liars,” roared the King Lion.

GROUP 3: WRITE ME A LETTER! Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.

GROUP 4: WRITE ME A POEM

“Friend Horse, tell me the truth. Queen Lioness says that I have a bad breath. She says I have a bad smell. Is it true?”

Describe the Lion’s attitude. Make a poem describing him.

The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So, I cannot smell at all. I am sorry, I cannot answer your question.”

GOLD: Grammar, Oral, Language Development 1. Drill: Pronunciation drill: Have the pupils read the following phrases: 1. a blue boat 2. a beige and brown bag 3. barbecue party in the basement 4. big beetle bites 5. bathe in the bubbling brook. 6. a bunch of babbling babies 7. burst into sobs 8. a blue ribbon 9. a bundle of barbecue sticks 10. the blonde and beautiful boarder

King Lion nodded his head, “Go home and rest. Get well soon.”

CT. CRITICAL THINKING: 6. Post Reading Activities: 1. Answering the motive question: Why were the animals afraid of the lion? 2. Comprehension Check: Have the pupils answer the following questions:

2. Review: Checking of assignment Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but.

a. b. c. d.

When did the lion roar loudly? Why was the lion very angry? What did the sheep tell the lion? Why did the sheep give an honest answer? e. Why did the goat tell a lie? f. Who among the animals did the right thing?

1. The book was funny. It was exciting. 2. The cat needed excitement. He became bored. 3. Maz had adventures. He always escaped. 4. The cat could go to the right. He could go to the left. 45

5. He was brave. intelligent.

He

was

also

B. Direction: Supply the appropriate conjunction for each sentence. Choose from the given conjunction inside the box.

3. Motivation: What kind of media and technology do you use?

1. I did not receive the bag ___ you bought in Hongkong. 2. They were already quarrelling ____ you arrived. 3. We went shopping at the mall ____it was still too early to go home. 4. ____ I will spend my vacation is none of your business. 5. _____ she is underage, she was allowed to watch the adult movie.

4. Presentation: Have the pupils read the following sentences: a. News travel fast / so there will be more efficient communication. b. The computer stores have all the new computer games / which we all enjoyed.

before which although

5. Discussion: Which of the two clauses in sentence # 1 express a complete thought? Which is not? How do we call a clause that can stand on its own? What two clauses made up the second sentence? Which can stand alone? Which cannot? What form of sentence are these? Have the pupils read the sentence given:

since where

7. Generalization: What is a complex sentence? How do we form a complex sentence? REMEMBER: A complex sentence is a sentence that is made of one independent clause and one or more subordinate clauses. An independent clause is a complete thought that can stand on its own. It is a complete sentence in itself. A subordinate clause, on the other hand, cannot stand on its own. It does not express a complete thought.

 As she waited for Ana, she paced around the room. What is the part that can stand on its own as a complete sentence? What part does not give a complete thought? Discuss further.

Some common subordinating conjunctions are used to introduce the subordinate clause. These are: after although because whenever whereas wherever

6. Fixing Skills: A. Direction: Underline the independent clause once and the subordinate clause twice. 1. Norie asked where we could buy a cheaper imitation of your bag. 2. Although Sally did not pass the test, she still hoped to pass the subject. 3. If you are truthful, others will respect you more. 4. June is the month when we celebrate Independence Day. 5. The book which I read taught me a lesson about friendship.

before if as where than

though unless until since when

Example: It had been this way since her husband (Independent clause)

(subordinate clause)

had left them. 8. Application: A. Guided practice: Direction: Underline the dependent clause. Circle the subordinating conjunction; box the simple subject and the predicate verb of each dependent clause. 46

1.

2. 3.

4. 5.

Since Liza was totally blind, her achievements in school could be considered extraordinary. Life isn‟t easy when your vision is impaired. When she was in high school, Liza‟s classmates elected her president of the class. Because she was brilliant, she graduated valedictorian. Before she went to college, Liza spent summer as a music and dramatic counselor.

A*sia METH*ane FAM*ine COT*tage HUS*band GOB*let LIB*er-ty

2. Review: Checking of assignment Direction: Use the following words with ph in meaningful sentence. 1. 2. 3. 4. 5.

B. Independent Practice: Direction: Underline the independent clause. Supply the appropriate conjunction for each sentence.

4. Presentation: Have the pupils read the paragraph given. Let them identify the key concept. Communication is derived from the Latin word communis which mean “commonness.” It is the process of transmitting knowledge, ideas, information, attitudes, feelings and the like. There are numerous meanings but the essence in only one. It is the transmission or exchange of messages.

IV. Evaluation: A. GOLD; Direction: Underline the independent clause in each sentence once and twice the subordinate clause. Box the conjunction used.

2. 3. 4. 5.

paragraph philosophy biography phrases geography

3. Motivation: How do we communicate with other people? Is it important to communicate with them?

1. The cake _____ you baked makes my mouth watery. 2. The woman ______ car was carnapped was crying the whole day. 3. I admire beautiful girls ______ I am a lover of beauty. 4. The jacket ______ you bought is too thick. 5. ______ I know about you will not affect your candidacy.

1.

BAN*dit BEA*con CUR*few DE*pot LAV*ish AD*vo-cate MEM*o-ra-ble

The brain, which is located in the skull, is part of the nervous system. What he did to me will not be taken against him. I did not receive the bag which you bought in Hong Kong. They were already quarrelling before you arrived. The king who treats his subordinates with respect is wellloved by everybody.

5. Discussion: What is the key concept implied in the sentence? What are the details that support the key concept? Have the pupils fill in the story frame with details about the selection. Title: ________________________ Key concept: ___________________ Supporting details: _______________________________ _______________________________ _______________________________

TS. Transfer Stage: 1. Drill: Pronunciation drill: Have the pupils read the following words correctly: Words with stress on the first syllable

47

6. Generalization: What is a key concept? Where can we find the main idea or the key concept?

Title: ________________________ Key concept: ___________________ Supporting details: _______________________________ _______________________________ _______________________________

REMEMBER: The main idea or the key concept is the central thought of a paragraph. All the sentences in the paragraph develop it. Without a main idea, the paragraph would just be a confusion of sentences. All the sentences in the paragraph should develop the main idea.

V. Assignment: A. GOLD. Direction: Pick out the independent clause and the subordinate clause in each sentence. Write your answers in the table provided.

The key concept of the paragraph can be found in the beginning, in the middle or at the end of a paragraph.

1. We went shopping in the mall since it was still too early to go home. 2. I must stay here until my daddy returns. 3. Where the fire originated is not yet known. 4. She narrated everything to Mrs. Castro who is our principal. 5. He completed several projects when he was still the president of Science Club.

7. Application: Direction: Read the following group of sentences. Identify the key concept implied in the sentence. 1 We are very special and unique creations of God. We are gifted with the power to think and the ability to communicate. Because of these, we are superior to the other creations of God. Our achievements and accomplishments in life are made through effective communication.

Independent Clause

1. 2. 3. 4. 5.

Subordinate Clause

1. 2. 3. 4. 5.

B. TS. Direction: Read each paragraph. State the key concept or implied main idea.

2 In our everyday life, we encounter many problems. If we are able to discuss our problems with someone, we feel relieved even if the problem is not yet solved. We always feel the need to unload our burdens on people whom we trust. Communication is curative and s also a medium to maintain our good health.

1.

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller. a. The moon is bigger than the sun. b. The moon changes its shape. c. The moon‟s size seems to change.

IV. Evaluation: B. TS. Direction: Read the paragraph and determine its key concept and the details that support the key concept.

2.

The communication process is the change that takes place in the course of its doing. It is a process that can be compared to life. It keeps on changing and never stays as is. The words keep on multiplying each day.

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky. a. Stars have a “star life.” b. Stars can be seen in the sky. c. Exploding stars are new stars.

48

4. Motive Question: What were the things that Bullawong did for the boy?

LESSON # 10 I. OBJECTIVES:

B. During Reading Activities: 1. Have the pupils listen as the teacher reads the story. Bullawong

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use direct and indirect discourse. 4. Report direct to indirect discourse. TS: 5. Write from dictation

Bullawong was a river, a very wide brown river in a very hot country. One day, a little brown boy was walking by the river and he sang this song as he walked along. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along.” Bullawong then spoke, and he said, “Are you hot, boy?” “Yes, I am very hot.” said the little brown boy. “Then dive into my water,” said Bullawong. So the boy dived into the waters of the river Bullawong. “Do you like my water?” asked the river. “Yes,” said the little brown boy, “your waters are swift and cool.” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullawong then spoke, and he said, “Are you hungry, boy?” “Yes, I am hungry,” said the little brown boy. “Then, I will send you fish. Look in front of you and you will see a pool with many silver fish.” So the little brown boy looked in front and in the pool, he saw a silver fish and he ate it. “Do you like my silver fish?” asked the river. “Yes,” said the little brown boy. It was very good.” And he swam about and he sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullalwong then spoke, and he said, “Are you thirsty, boy?” “Yes, I am thirsty,” said the little brown boy.“Then, I will send you water to drink. Look to the right bank, and you will see a crystal stream that flows into my waters.” So the little brown boy looked to the right, and he drank of the crystal stream.

II. Subject Matter: GLR: Bullawong GOLD: Reporting Direct Discourse to Indirect discourse TS: Writing from Dictation Reference: 2002 Basic Education Curriculum PELC Speaking 6.1; PELC Reading 5 Milestone in Reading 6 p.176 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 284 Materials: strips of cartolina. Index cards, III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: a. Drill: Pronunciation drill: Have the pupils read the following verse drill correctly: The flower girl caught the bride‟s bouquet,/ “Oh, no!”/ cried her old-fashioned Aunt May “Oh yes!”/ laughed the chief/ as he ate the chefs buffet.// Then the flower girl tossed the bride‟s bouquet./ To the disbelief of her Aunt May,/ Into the soup bowl/ in the middle of the chefs buffet.//

2. Motivation: How do rivers and other bodies of water serve us? 3. Vocabulary Development: Have the pupils know the meaning of the following words. Spoke Strong Wild

swift rushing rest 49

Do you like my crystal stream?” asked the river. “Yes,” said the little brown boy, “it is clear and fresh.” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullawong then spoke, and he said, “Are you strong, boy?” “Yes, I am very strong,” said the little brown boy. “Then I will send you waves to fight. Look behind you and you will see wild waves rushing at you.” So the little brown boy looked behind, and he dived into the waves and broke them. “Do you like my waves?” asked the river. “Yes,” said the little brown boy,” they are wild and rolling/” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along

Have the pupils answer the following questions: 1. What kind of relationship did the river Bullawong and the boy have? 2. In your opinion, what kind of river was Bullawong? 3. If you were the boy, what would you ask from the river? 4. If you were Bullawong, would you give what the boy needs? Why? 3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: CERTIFICATE OF RECOGNITION Describe Bullawong’s attitude. Make a certificate of recognition for him. GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

Group 3 Episodal Web: Complete the episodal web with details from the selection.

Bullawong then spoke and said, “Are you tires, boy?” “Yes, I am very tired,” said the little brown boy. “Then I will find you a cradle. Look to the left bank and you will see a boat tied up by the tree.” So the little brown boy looked to the left bank and he climbed into the boat and lay down to rest. “Do you like my boat?” asked the river. “Yes,” said the little brown boy, “it is very pleasant.” And he closed his eyes and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along And the boy was fast asleep, and the boat rocked him to and fro, to and fro, to and fro.

Where was the boy walking one sunny day?


What did Bullawong ask the boy? What was his reply?

Bullawong

What other things did Bullawong do for the Boy?

C. Post Reading Activities: 1. Answering the motive question. What were the things that Bullawong did for the boy?

Group 4 Sequencing Events:

2. Comprehension Check: 50

What did Bullawong first do for the boy?

In the blanks, write numbers 1 – 5 to show the correct order of the events in the story.

Good evening, Philippines. This is your friendly weather forecaster, Kuya Kim. Storm Caloy is expected to reach the Philippine Area of Responsibility by early tomorrow morning. It is moving 110 km/hr and headed towards the direction of Central Luzon.

_____a. Bullawong noticed that the boy looked hungry; the river gave him something to eat. _____b. One day, a boy was walking by the river Bullawong. _____c. The boy was thirsty; the river gave him water to drink. _____d. Bullawong noticed that the boy looked tired and gave him a boat to lie in and sleep. _____e. Bullawong noticed that the boy felt hot. The river invited him to for a swim in it.

Storm Signal Number 2 is up in Central Luzon – Pampanga, Bulacan and in Metro Manila. Residents of low-lying areas are advised to be alert for any eventuality. Necessary precautions should be taken to prevent a disaster from happening. Classes in the elementary and high school levels, both private and public are suspended.

GOLD (Grammar, Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the verse drill given:

5. Discussion: Have the pupils read the following sentences included in Kuya Kim‟s weather forecast.

Voters from the village are nervous;/ Varsity volunteers are mischievous,/ Voters from the village are omnivorous;/ Varsity volunteers are vigorous.//

“Storm Caloy is expected to reach the Philippine area of Responsibility by tomorrow morning.”

2. Review: Checking of assignment: Direction: Pick out the independent clause and the subordinate clause in each sentence. Write your answers in the table provided.

“Residents of low-lying areas are advised to be alert.” What kind of sentences are these? What are the exact words of the speaker? What punctuation mark is used in order to show the direct words of the speaker?

1. We went shopping in the mall since it was still too early to go home. 2. I must stay here until my daddy returns. 3. Where the fire originated is not yet known. 4. She narrated everything to Mrs. Castro who is our principal. 5. He completed several projects when he was still the president of Science Club.

If these statements are to be reported:  Kuya Kim said that Storm Caloy was expected to reach the Philippine Area of Responsibility by tomorrow morning.  He said that residents of low-lying areas were advised to be alert.

3. Motivation: How do we know today‟s weather? Who announces the weather forecast?

What happened to the direct statement of the speaker? What phrase was used to introduce the reported statement? What were the changes made? What happened with the quotation mark? Discuss further.

4. Presentation: Have the pupils listen to a weather forecast:

51

6. Generalization: How do we change the direct discourse to a reported statement/indirect discourse?

Group 3: Direction: Read the dialogue. Change the following direct discourse into indirect.

REMEMBER: In changing statements to reported statements:

Faye: What are you reading? Adriele: I‟m reading an article about the coming election in the Philippines. Faye: It will be the first time of the Filipinos to use the Automated Election. Adriele: They are very excited although there are threats of failure of election and massive cheating. Faye: I hope this will be a successful election. Adriele: And I hope no one will try to foil the election.

1. Use said that to introduce the statement. Ex. Kuya Kim said that…. 2. Change the verbs to past form. Ex. …said that Storm Caloy was…. 3. Change the pronouns. He/him – refers to a boy/male She/her – refers to a girl/female They/them- refers to more than one person. 4. Drop the quotation marks. (“).

B. Independent Practice: Direction: Read the following sentences. Change these direct discourses to indirect.

5. Rearrange the order of the words in the sentence.

7. Application:

1.

A. Guided Practice: Have the pupils group themselves into three. Have them perform the following activities:

2. 3. 4.

Group 1: Direction: Change the following direct discourse into indirect. Begin your sentences with “He/She.” 1. 2. 3. 4. 5.

5.

The teacher said, “The Philippines lies north of the equator.” “Flowers of different colors make a garden beautiful,” Allyson said. “Gasoline is a fuel,” Mr. Francisco said. “Our gardener trims the plants and grasses everyday,” Ashkelon said. “The smell of roses relaxes me at the end of the day,” Dra. Pedraza said. IV. Evaluation: GOLD: Direction: Change the following direct discourse to indirect.

“I‟ll be late to class again.” “We won the contest.” “The boys are tired.” “Earth is smaller than Jupiter.” “Gold is heavy.”

1. Tito said, “You can stay with us on weekends.” 2. Mr. Alvin Diaz said, “I come from a well-to-do family.” 3. “We have lots of work to do,” said Mother. 4. Jahzeel said, “I dream of touring Australia.” 5. My grandmother said, “May God be with you always, Francesca.”

Group 2: Direction: Change the following direct discourse into indirect. 1. “It‟s so noisy that I can‟t hear you complained, Liza” Dolly said. 2. Aunt Beth said, “The party will be tomorrow.” 3. “The sun is the source of all energy,” Mrs. Santos said.

TS. Transfer Stage: 1. Drill: pronunciation drill: Have the pupils recite the given tongue twister: Lily Lee listens to lessons As Lily Lee listens to lessons

52

She licks her lips and lists down The list that she hears from her teacher‟s lips That‟s the least feat that she feels she can before getting ill.

Did we use the correct punctuation mark and capitalization? Discuss further. 6. Generalization:

How do we write a paragraph from dictation?

2. Review: Checking of assignment:

Direction: Read each paragraph. State the key concept or implied main idea.

1.

REMEMBER: In writing a paragraph from a dictation, indent your paragraph. Use correct punctuation mark and capitalization. Write legibly and neatly.

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

7. Application:

Have the pupils write the paragraph that the teacher will dictate.

a. The moon is bigger than the sun. b. The moon changes its shape. c. The moon‟s size seems to change. 2.

Father‟s father, my worthy grandfather, lives farther down the southern part of the town. Mother wants my grandfather to join a brotherhood of weathermen up north. But grandfather thought that it isn‟t such a worthy idea. So they decided to have a family gathering instead of going out of the town.

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky. a. Stars have a “star life.” b. Stars can be seen in the sky. c. Exploding stars are new stars.

IV. Evaluation: TS. Direction: Have the pupils write the paragraph to be dictated by the teacher.

3. Motivation:

How do you write from dictation?

Have you heard of Benjamin Franklin? He was a great American. He helped our country to become free. Did you know he invented many things? The lighting rod and a heating stove were two of them.

4. Presentation:

Have the pupils read the paragraph given: Nora was an ordinary student with ordinary looks and talents. She wished she were a gorgeous and highborn princess. She also wished that she could perform an absorbing monologue in a play. But she is ordinary, too ordinary for anything extraordinary. She decided to try sports. She joined the try-out. Nora felt awful. She could not be gorgeous and highborn princess. She could not even be a sportswoman. Fortunately, the supportive warm orchestra conductor took her in to play cymbals. Nora was thankful that, at last, she belonged to an organization.

V. Assignment: A. GOLD: Change the following discourse to indirect. 1. The young boy said, “I saw a rainbow in the sky.” 2. Jane said, “Lea Salonga and Martin Nievera are really great performers. 3. Mon said, “Everything will turn out right, Liza.” 4. Zaldy said, “Intramurals will be held from February 18 to 22.” 5. “The school‟s fund raising project was a big hit!” said the director.

5. Discussion:

How was the paragraph written? How did we start the first sentence of the paragraph?

53

Have the pupils relate their experiences

LESSON # 11

3. Unlocking of Difficulties Identify the meaning of the words/phrases through body language.

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use indefinite pronouns. 4. Use the verb that agrees with the indefinite pronoun. TS: 5. Write the main idea of a paragraph read that is explicit or implied II. Subject Matter: GLR: A Fox in the Well GOLD: Using indefinite pronouns TS: Writing the main idea of a paragraph read that is explicit or implied

a.

hind legs

b.

fore legs

c.

leap

d.

without the second thought

4. Motive Question: Why do you think the goat believed the fox? Explain

Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.1;PELC Reading 8 Milestone in Reading 6 p. 205 Explore your World through Language and Literature pp 58 - 61 Across the Border Through Language p. 57 Linking the World through English pp. 284

B.

During Reading Activities: Have the pupils listen as the teacher reads the story.

THE FOX IN THE WELL

Materials: strips of cartolina. Index cards,

A fox once fell into the well. He tried to jump out but each time he did, he fell back down. By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he called. What are you doing down there?” Drinking some water, of course!” replied the fox. Is it good? “asked the goat. “Good? It‟s the best water I ever tasted in my whole life,” answered the fox, drinking a gulp of water. Without a second thought, the goat jumped in. After drinking some water, he looked about for a way to get out of the well. “How do we get out of here?” he asked the fox. “I know what we can do,” said the fox, looking at the goat from the corner of his eye. “Stand on your hind legs. Plant your forelegs firmly against the side of the well. I‟ll climb on your back, and I‟ll step on your horns. Then I can get out. When I‟m out, I‟ll help you get out, too.” “That‟s a good idea!” said the goat happily as he did what the fox told him to do. The fox climbed on the goat‟s back and horns. Then he jumped out of the well and started on his way. “Hey!” shouted the goat. “Help me out of here. You promise to help me.”

III. Procedure: GLR (Genuine Love for Reading) A. Pre-reading Activities 1. Drill: Pronunciation drill: Have the pupils read the verse drill given: She pinched the cake/ And got pinched in turn,// She nibbled the nuts/ And overturned the bowl;/ Her mother punished her,/ She screamed and sobbed;/ Her mother ignored her./ She mended her ways.// 2. Motivation: Have you done something without thinking of the consequences? Cite examples as the following: a. Crossing a street without first looking right and left b. Swimming in a deep river c. Playing with a sharp object

54

“You silly goat,” said the fox. You should have thought of that before you jumped in. Next time, look before you leap.” C. Post Reading Activities: 1. Answering the motive questions. Why do you think the goat believed the fox? Explain CT. Critical Thinking: 2. Comprehension Check 1. Where did the story happen? 2. Who fell into the well? Who jumped into the well? 3. Why do you think the goat believed the fox? Explain. 4. Whom do you like most, the goat or the fox? Why? 5. How did the fox get out of the well? 6. Why did the goat decide to jump into the well? 7. If you were the fox, would you do the same? Why? If you were the goat, would you do the same? Why? 2. Engagement Activities: Have the pupils perform the following activities under time limit.

Group 4: Fill the story grammar with details from the selection. Title: __________________ Characters

__________ __________ ______

Events _______ _______ ____ Initiating Events Internal Response

Resolution Attempt __________ __________ Consequence Theme _________ _________ _

GOLD. Grammar, Language Development

GROUP 1. I WRITE A SONG!

Oral,

1. Drill: pronunciation drill: Have the pupils read the verse drill given:


Don‟t lose your keys,/ don‟t lose your face./ If you lose your keys,/ don‟t fuss.// If you lose your face,/ don‟t wince.// Don‟t lose your lace./ don‟t lose your sax.// If you lose your lace,/ don‟t gaze.// If you lose your sax,/ don‟t laze.//

GROUP 2: Write the values that you‟ve learned from the selection: Values that I Learned

2. Review: Checking of assignment. Change the following discourse to indirect. 1. The young boy said, “I saw a rainbow in the sky.” 2. Jane said, “Lea Salonga and Martin Nievera are really great performers. 3. Mon said, “Everything will turn out right, Liza.” 4. Zaldy said, “Intramurals will be held from February 18 to 22.” 5. “The school‟s fund raising project was a big hit!” said the director.

Group 3: Energize your thoughts Complete the paragraph If I had the power to change the event of the story, I would_____________________________ __________________________________ __________________________________ __________________________________ ____

Setting _______ _______ ____ Place _______ _______ ____ Time:

55

3. Motivation: Have you seen a wind? How do we know that there is a wind?

COMMON INDEFINITE PRONOUNS Singular Plural Singular or Plural Anyone Both All Anybody Few Any Anything Many Most Everyone Most None Everybody Others Some Everything Several No one Nobody Each Nothing Either Neither One Someone Somebody] Something

4. Presentation: Have the pupils read the verse below. Only in the Wind Someone is knocking at my door, Somebody scrapes shoes on the floor, And I ask, “Is anybody there?” But nobody answers Except the howling of the wind. I listen hard – Everything is quiet once more For several are tired And all are asleep I listen and wait again, Nothing moves – It must have been only the wind.

7. Application: A. Guided Practice:

5. Discussion: What are the italicized words in the verse given? Do they refer to a particular person, palace or thing? What are these words? (Indefinite Pronoun) What verb comes after each indefinite pronoun? Discuss further.

Group 1: Direction: Circle the indefinite pronoun. Underline the correct verb form. 1. Several (is, are) pulling the weeds. 2. Each (bring, brings) some herbal plants 3. Most of the boys (plant, plants) seedlings in their plots. 4. Everyone (is, are) busy doing a share of their work.

6. Generalization: What are indefinite pronouns? What verbs are used for each indefinite pronoun?

Group 2. Direction: Underline the correct verb that will agree with the given indefinite pronoun. 1. After the fight, each cat (was, were) licking (their, its) fur. 2. Everybody (wishes, wish) to go home. 3. Most of the members (feel, feels) tired already. 4. Neither of the boys (want, wants) to be the leader.

REMEMBER: An indefinite pronoun does not refer to a particular person, place or thing. It is not immediately followed by a noun. Some indefinite pronouns singular, others are plural.

are Group 3. Direction: Underline the correct pronoun:

Use a singular verb with a singular indefinite pronoun; use plural verb with a plural indefinite pronoun.

1. Everyone was listening attentively for (his or her, their) name to be called. 2. Nobody thought (himself or herself, themselves) so unlucky as not to get at least one prize. 3. Each time someone‟s name was called, (he or she, they) let a joyous whoop. 4. Among my classmates most said (he or she, they) had bought just one ticket.

Use their when the antecedent is a plural indefinite pronoun; use his or her or it when the antecedent is a singular indefinite pronoun.

56

She‟d rather keep love away than admit/ that jealousy was folly.//

Group 4. Direction: Replace the italicized expressions with indefinite pronoun:

2. Review: How do we write paragraph from dictation?

______1. The pupils wanted their projects recognized. _____2. All the boys did their best. _____3. The girls put their creativity to work. _____4. Not one pupil wanted his or her project rejected. _____5. Not one pupil thought of failure.

3. Motivation Time Machine Place some objects on pictures in a box. These materials are those that are used by our forefathers and those that are presently used. Call on a pupil to pick one object or picture. Let them identify when this object existed or used.

B. Independent Practice: Direction: Write the appropriate indefinite pronoun in each blank.

4. Unlocking of difficulties Crossword Puzzle ACROSS DOWN

1. _______ has to preside at a meeting. The one who presides is called the chair. 2. ______ must read the minutes of the meeting. This is usually the job of the secretary. 3. _______ listens attentively. 4. _______ reports on the assignment given to him. 5. _______ asks questions about the project.

1. not simple 2. long time ago 3. suggested idea Answers: 1. complex 2. past 3. implied

IV. Evaluation: A. GOLD: Direction: Underline the indefinite pronoun used in each sentence and circle the correct form of the verb.

1. clear in text 2. at this time 3. desire to know

1. explicit 2. now 3. wonder 1

1

3 2

3

1. One of the judges (agree, agrees) with your argument. 2. Few of the audience (understands, understand) the lyrics of the song. 3. Both of my sisters (walks, walk) me to school. 4. Everyone in the community (contributes, contribute) to our success. 5. Either of the books (is, are) about friendship.

2

5. Presentation Oral Reading of the Selection Then and Now Our world is completely different from that of our great-grandparents! Ours is more pleasant and comfortable because of scientific discoveries and inventions, but it is more complex too. Theirs was not very comfortable and easy but it was very simple one. Our great-grandparents had no movies or radio sets, but theirs was a life of peace and quiet. Our grandmother had no electric stoves. Hers was only a clay stove, but she cooked good meals in it. Our grandfather had no tractor and

TS. Transfer Stage: 1. Drill: pronunciation drill: Have the pupils recite the verse drill: Foolish Polly knew that jealousy was folly. / The least that she could have done was say sorry./ To her dusky fiancé in the army;/ But foolish Polly was also haughty,/

57

modern farming tools. His were only the plow and the carabao, but he did all right. Now, we have electric stoves, refrigerators and electric fans but the problem of earning enough to pay for them is ours. Now, we have radio, movie and TV sets, but ours is difficulty of not having enough time for all of these. Sometimes, I wonder. Which life is better - our great-grandparents or ours? Do you also wonder if yours is a better life than your grandparents?

paragraph or explicit and it may not be stated or implied) 9. Application A. Activity 1 Grasping Implied Ideas What main idea do the following paragraphs imply? Underline the right word in the parenthesis. a. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post. He quickly reached him. He asked for water and he gave him his reserve water. (merciful, forgiving, brave, friendly) b. A young soldier volunteered to walk ahead of the troop to check if the way was safe to pass through. When he spotted a troop of enemies, he quickly made a signal to pass other way and they reach their camp safely. (merciful, kind, forgiving, brave) c. A soldier carried to safety a wounded companion through continuous firing from the enemies. (merciful, brave, sacrificing, reckless)

Adapted from: Harnessing English Arts Today p. 102

6. Analysis and Discussion: 1. What were the advantages and disadvantages of living in this generation as cited by the author? 2. What were the advantages and disadvantages of living during the time of our great-grandparents? 3. If were given the chances to choose the tie of your existence, which period would you prefer? Why? 4. Do you think scientific discoveries in our time are more of disadvantage than an advantage? Why? Why not? 5. What make our life complicated now? How can we make life easier or uncomplicated? 6. What do you think are some positive traits of our great-grandparents which we could imitate to have an easier life?

Activity 2 Choose the main idea of the following paragraphs. Put a check before the right sentence. 1. Plant pests and disease are the worst enemies of cultivated crops for food and seed production. Municipal pest control officers may be consulted as soon as these pests and diseases are observed in the farm. For more protection, clean cultural practices should be observed. Removing and destroying all possible breeding places of plant pests and diseases around the vicinity of the garden is suggested.

6. Fixing Skills: Activity Divide the class into four and distribute copy of paragraphs taken from the short story Then and Now. Read the paragraph assigned to you. Write one sentence that tells what the paragraph is telling us.

___Municipal pest control officers may be consulted about pests. ___Plant pests and diseases are the worst enemies of cultivated crops. ____Plants pests and diseases need to be controlled.

7. Discussion: What does paragraph 1 says? Paragraph 2? Paragraph 3? Paragraph 4? Are all the paragraphs have the topic sentence that tells the whole message of the writer?

2. Soil is very important to plants. Plants depend heavily on the soil for root anchorage and for essential nutrients such as nitrogen, phosphorous and potash. They also depend upon the soil for water and other mineral nutrient

8. Generalization Main idea of a paragraph tells us what the paragraph is all about. It may be stated in the 58

Plants depend heavily in soil. Soil has nutrients needed by plants. Soil is very important to plants.

appear on the surface just to let you know that there is really something truly alive inside. Adapted: Manila Bulletin – Taste March 14, 2007 p. 5

3. Many farm crops are very specific in their temperature requirements. Examples are melons, squash, sweet potatoes and beans. They grow best in warm temperatures. Slight rain can destroy them. Pechay, mustard, Kangkong, and radish, on the other hand, grow well during summer and can also withstand rain.

4. The Malate Church have always been a haven for people in need. In the past, it served as the fortress of British forces against the Spaniard. Today, supplicants continue to pray to Our Lady of Miraculous Medal in time of trouble. Founded by the Augustinians friars, the church was built in the 18th century. Adapted: A Tour of Seven Churches By Clifford Ray Olanday 1. Style Weekend – Manila Bulletin 2. March 30, 2007 p. 21

Many farm crops are very specific in their temperature requirements. Plants can grow in warm temperature. Slight rain can destroy plants.

5. Even kites can be dangerous! You can get pulled by your kite when there are strong winds, or you can get hurt when the string attached to the kite rubs on your hand. A kite can even cause a helicopter to crash!

B. Enrichment Activities

Adapted: Fly High Junior Inquirer May 20, 2007 p. 5

Gallery of Text

V. Assignment A. GOLD: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

Teacher will display several short paragraphs cut from newspapers, old magazines or written on manila paper. Pupils are given three minutes to choose from the paragraph what they want to read. Directions: Read silently the paragraph of your choice. Write on a piece of paper the main idea of the paragraph. As I call on you, read your paragraph and its main idea aloud.

______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

IV. Evaluation Read the following paragraphs. State its main idea and write on your answer sheet.

B. TS. Copy a five paragraph from any reading material. Write the main idea below each paragraph.

1. Different birds use different materials for their nests. Most birds use scraps of grass, leaves, and twigs. One kind of bird pushes and molds these materials into a cuplike home between the branches of a tree or among grass. It uses saliva or mud to hold the materials together. 2. A dolphin is a mammal like cats, dogs and people. It has warm blood. It cannot breathe under water. Like other mammals, it‟s babies are born alive. It gives milk to its babies. 3. The bread was like a pet; I took care of it, made sure that it was properly stirred, and saw to it that it was alive and doing well. You see bubbles

LESSON #12 OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use demonstrative pronouns. TS: 4. Identify the author‟s purpose in writing.

59

II. Subject Matter: GLR: How Butterflies Came To Be GOLD: Using Demonstrative pronouns TS: Telling the writer‟s purpose

4. Motive question: How did the butterflies come to be? B. During Reading Activities: Have the pupils listen as the teacher reads the story.

Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.1 PELC Reading 8 Milestone in Reading 6 p. 205 Growing in Reading p. 83; 107; Across the Border Through Language p. 66 Linking the World through English pp. 156

How Butterflies Came to Be There once lived an old woman who tended a fine flower garden by the shore of a lake. The fisher folk who lived in a nearby village loved her dearly, and would often visit her to exchange their fish for lovely flowers.

Materials: strips of cartolina. Index cards, They somehow knew there was something magical about her, for her house seemed mysteriously bright at night (no, she didn‟t have any electrivit7y), and some even saw a few dwarfs assisting what appeared to be a beautiful young woman…but only at night, never during the day.

III. Procedure:

GLR: Genuine Love for Reading A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the following verse drill.

One time, a young couple visited the village. They were proud and hated anything ugly.

Paul the southpaw had a bad fall,/ He landed at the orthopedic hall.// One night/ Paul got a haunting call/ From a sorceress who was very tall.//

They chanced upon the old woman‟s flower garden at the edge of the lake, and entered it to gather some bouquets. The old woman asked them to leave, but instead of obeying, the young man and woman made fun of her because they found her ugly.

When the doctor called the roll,/ Paul was nowhere in the orthopedic hall./ He had left to follow the haunting call./ Of the sorceress who was very tall.//

2. Motivation: Think of a prominent person. How does this person earn respect?

To punish them, the old woman touched them with a cane and said that since they like only beautiful things, they will be turned into the most beautiful insects. So the next time you see tow lovely butterflies hovering near some flowers, you‟ll remember that haughty young couple.

3. Vocabulary development: Match the definition in column A with the word being defined in column B.

1. 2. 3. 4. 5.

Column A it means to take care of (a) it means to do something unplanned (b) it refers to a bunch of flowers (c) it means to be flying in one spot (d) it means to behave in an arrogant way (e)

-Domiana Eugenio Origin of Butterflies

C. Post Reading Activities: 1. Answering the motive questions. How did the butterflies come to be? CT. Critical Thinking: 1. Comprehension Check: Have the pupils answer the questions given: 1. How did the fisherfolk regard the old woman? 2. What is mysterious about the old woman? 3. What did the young couple do that insulted the old woman?

Column B a. b. c. d. e.

tended chanced bouquets hovering haughty

60

4. What did the old woman do to punish the young couple? 5. Have you ever been in the same situation as the old woman? Why did you feel insulted? What did you do?

Group 4: Lights, Camera, Action! Study the details how the young couple walked to the house of the old woman. Act out how they insulted the old woman.


GOLD (Grammar, Language Development)

1. Drill: Pronunciation drill: Have the pupils recite the following:

Group 1; Fill the story grammar with details from the selection.

She sells seashells by the seashore. If she sells seashells by the seashore, Where‟s the seashells she sells by the seashore?

Title: __________________ Characters

__________ __________ ______

Setting _______ _______ ____ Place _______ _______ ____ Time:

Oral,

2. Review: Checking of assignment: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

Events _______ _______ ____ Initiating Events

______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

Internal Response

Resolution Attempt __________ __________ Consequence

3. Motivation: Have you been to a science laboratory? What are the things that we can see there?

Theme _________ _________ _

4. Presentation: Have the pupils read the following sentences.

Group 2 Fill in the values web.

1. See this aluminum? This will be the source of electrons. 2. The electron receivers will be the copper. These will be called electrodes. 3. Look at that solution on the shelf. That is called an electrolyte. 4. See those ingredients over there? We will use those to make the electrolyte solution that will move the electrons on our aluminum and copper electrodes.

WHAT I LEARNED FROM THE STORY

Group 3: Energize your thoughts Complete the paragraph If I had the power to change the event of the story, I would_____________________________ __________________________________ __________________________________ __________________________________ ____

5. Discussion: What are the italicized words in each sentence? Do these words point to a particular thing? 61

What are the words this, that, these, and those called? (Demonstrative pronoun) When do we use this? That? These? Those? Discuss further.

1. At this moment, one out of every ten people is suffering from the common cold. 2. This trip is expensive. 3. This happened in many cases. 4. That story about feeding ac cold is true. 5. Leave those on your desks.

6. Generalization: What are demonstrative pronouns? When do we use this? That? These? those?

Group 3: Direction: Write DP if the underlined word is a demonstrative pronoun and DA if it is a demonstrative adjective.

REMEMBER:  Demonstrative pronoun points out a particular person, place or thing.  This and that are singular demonstrative pronoun. Examples: 1. This is the chair of the High King of the Lake. 2. That is the gift of the acacia tree to the sky.

1. Madam Curie is a leading scientist of the modern age. This is what almost everyone knows about her. 2. Because of her experiments, she was constantly exposed to radium. This damaged her bone marrow. 3. That is what her daughter eve tells us in her biography. 4. These contained the precipitates and liquids needed for their experiments. 5. This miserable old shed where she conducted her experiments was the happiest.



These and those are plural demonstrative pronouns. Examples: 1. These are the eyes of a thousand snakes. 2. Those are the warriors from the Kingdom of Rain.   

B. Independent Practice: Direction: Complete the statements with appropriate demonstrative pronoun.

This and these refer to things near the speaker. That and those refer to things far from the speaker. When this, these, that and those are used before nouns, they are adjectives not pronouns.

1.

2.

3.

7.Application: A. Guided Practice: Group Work: Group 1: Direction: Underline the correct demonstrative pronoun.

4.

Do you know this person in this newspaper? ______ is the author of the book on the table at the far end of the room. What do you have in front of you? _______is a porcelain flower vase sent to me by my cousin in Thailand. What are these laborers putting up on the sidewalk? ___________ are advertisements and sign boards fro the coming circus. What do you have in your hand? ___________ is a bottle of drinking water.

1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carried the prince in (those, this) wooden box. 5. (This, These) are the gifts I wanted most.

pronoun

Group 2: Direction: Check the sentence that has demonstrative pronoun.

1. Nena showed her bag to her classmate. “____ is mine,” she said. “____ was bought for me on my birthday.”

5.

What books are in the counter on the other side of the room? _____ are fairy tales. IV. EVALUATION: GOLD: Complete each sentence with a demonstrative

62

2. Nena‟s classmates pointed to a bag a few meters away. “____ is mine,” she said. “It‟s new too. ___ was sent to me by my sister who works abroad.” 3. Nena opened her bag and showed it to her classmate. “____ are the features of this bag; a place each for pencils, crayons, snacks, and a water bottle.”

3. Paints a picture through words. 4. Relates an event. 5. Gives reasons to convince his readers. Answers: (1. entertain; 2. inform; 3. describe; 4. narrate; 5. persuade) 5. Discussion: Explain to the pupils that a material, story or a book that contains facts was written for the purpose of informing. On the other hand, a selection that contains the opinions and views of the author was written to persuade.

TS. Transfer Stage 1. Drill: Pronunciation drill: Have the pupils read the following verse drill.

Explain also that identifying the author‟s purpose for writing helps readers to better understand what they read. (Use the information written in the generalization.)

But if you are unsure,/how can you decide?/ But if you think of all the but‟s/ how can you reach the summit?/ One who achieves the ultimate/ Is willing to catch a sunbeam/ He‟s willing to know the unknown/ And conquer the unconquerable./

6. Generalization: How do we determine the purpose of the author in writing a selection?

REMEMBER: 2. Review: Checking of assignment: Direction: Identify the character trait being shown by the following situation:   

1. “Sir, this is your wallet. You dropped it,” the boy said to the old man. 2. “Don‟t touch my doll! It is mine!” Mara said. 3. Faye obeys her teacher and older classmates.

The author’s purpose is to persuade if: 

3. Motivation: Ask the pupils what type of stories they like to read and have them tell the reason for their choice.

 

4. Presentation: Have the pupils rearrange the scrambled letters to form a word. FROMIN ETNREATIN PRESAUDE DSECIREB NRARAET

The author’s purpose is to inform if:  You learned specific facts from the story. The story gives true information. The characters in the story are real. The selection gives data, statistics, dates and figures.



The selection tries to influence the way you think and feel. The author convinces the reader of his point of view. The selection calls for action and warns of consequences for each action. The author makes use of words like should, must, in my opinion, etc.

The author’s purpose is to entertain if:

(inform) (entertain) (persuade) (describe) (narrate)

   

Have the pupils choose from the given formed words the describe words: 1. Keeps readers amused. 2. Explains the details of things and events.

The selection affects the emotions of the readers. The selection gives pleasure, enjoyment, and amusement. The characters in the story are not real. The selection is funny, shocking, scary, make-believe, intriguing etc.

7. Application: A. Guided Practice: 63

Read the following titles of reading materials. Decide which of these were written to entertain or to inform. Write the number of your answer inside the appropriate circle.

_____ 3. An advertisement telling about the smallest cellular phone. (persuade) _____ 4. A newspaper article about a fire that raged a squatters area along Commonwealth Avenue. (inform) _____ 5. A letter requesting assistance for a Clean and Green project. (persuade)

a. Rosy‟s Book of Cookie Recipe b. Origami – The Art of Paper Folding c. The Amazing Adventure of Squirmy the Worm d. .The Book of Knowledge e. Aesop‟s Fable f. Harry Potter and the Order of the Phoenix g. The Illustrated Dictionary of Animal Life h. How the Ants Finally Won the War i. How to Survive the Information Age j. The Powerpuff Girls INFORM

V. ASSIGNMENT: A. GOLD: Underline the correct demonstrative pronoun for each of the following sentences. 1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carries the prince in (those, this) wooden box. 5. (These, This) are the eyes of a thousand snakes.

ENTERTAIN

B. TS. Write the purpose of the author in writing the following article/ titles: B. Tell the author‟s purpose for each of the following titles:

1. A chapter in Science book explaining why and how volcanoes erupt. 2. A manual on how to operate a personal computer. 3. The comics page of a daily newspaper. 4. A story about a snowman who turned into a real boy for a day. 5. A column giving advice about matters of the heart.

1. My Point of View (Persuade) 2. The Best Beaches in the Philippines (Inform) 3. I Love Lassie (Entertain) 4. Dagul: A Carabao‟s Revenge (Entertain) 5. TV Guide (Inform) 6. Christianity and the Filipino (Inform) 7. What We Think About….(Persuade) 8. A Day in he Life of Bigfoot (Entertain) 9. The World‟s Worst Disasters (Inform) 10. The Ghost of Monte Vista (Entertain)

LESSON # 13 OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use intensive pronouns. TS: 4. Infer the general mood of the selection

IV. EVALUATION: TS: Read the following titles. Write whether the purpose of the author in writing these is to entertain, inform or persuade. Write your answers on the space provided:

II. Subject Matter: GLR: Smaller But Wiser GOLD: Using Intensive Pronouns TS: Inferring the General Mood of the Selection

_____ 1. Direction for making leche flan. (inform) _____2. A poem entitled, “A Mermaid‟s Song” (entertain)

Reference: 2002 Basic Education Curriculum 64

PELC Speaking 7; 7.3 PELC Reading 8.1 Dynamic Series in English p. 27 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156

Smaller But Wiser A silly elephant once asked a kangaroo if he could leap well.. “Can you leap over this snail?” the elephant asked. “Yes, I can! I‟ll show you,” the kangaroo replied. The kangaroo leaped over the snail. “Can you leap over this monkey?” the elephant asked. “Yes, I can! I‟ll show you,” the kangaroo replied. The kangaroo leaped over the monkey. “Can you leap over this goat?” the elephant asked. “Yes, I can! I‟ll show you,” the kangaroo replied. The kangaroo leaped over the goat. “Can you leap over this cow?” the elephant asked. “Yes, I can! I‟ll show you,” the kangaroo replied. The kangaroo leaped over the cow. “Can you leap over me?” finally he asked. “If you can do that, I‟ll give you a free swing on my tusk every day but if you fail, you will instead brush my sides every day.” “Yes, I can,” said the kangaroo. “I‟ll show you,” he added. But before the kangaroo could leap over the elephant, the elephant had stood up to its tall height. The kangaroo thought the elephant was clever. It thought and thought. It didn‟t want to scrub the sides of the elephant. At last, an idea came to the kangaroo. “On one condition!” it shouted. “What condition?” the elephant asked. “That you will close your eyes while I jump!” the kangaroo explained. “All right. I agree,” answered the elephant. As the elephant closed its eyes, the kangaroo hurriedly walked behind the elephant to go to the other side. That is the reason why the kangaroo in our story gets a free swing on the elephant‟s tusk every day.

Materials: strips of cartolina. Index cards, III. Procedure:

GLR: Genuine Love for Reading A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils say the following phrases with the /oi/ sound. Have the pupils know that the /oi/ is a single syllable, not two. 1. the noise of the boys 2. toys made from coconut coir 3. the poise of a joyful man 4. join a tour of Troy 5. spoiled the broiled meat 6. avoid the muddy soil 7. toiling at the hoists 8. a gold coin for poison 9. join the loiterers 10. doilies that coincide 2. Motivation: Do you believe that sometimes smaller ones have better ideas than big ones? 3. Vocabulary Development: Have the pupils know the meaning of the following words: a. leap (action) b. tusk (picture) c. clever (The clever ant bit the right leg of the hunter.) d. condition (I‟ll give you this money on condition that you will use it well.) e. agree (action) 4. Motive question: What made the kangaroo think that elephant was clever?

C. Post Reading Activities: 1. Answering the motive questions. What made the kangaroo think that elephant was clever?


CT. Critical Thinking: 2. Comprehension Check: 65

Have the questions given:

pupils

answer

the

GOLD (Grammar, Development)

Language

1. Drill: Pronunciation drill: Have the pupils recite the following:

a. When the kangaroo was about to leap over the elephant, what did the elephant do? b. What made the kangaroo think that the elephant was clever? c. Was the kangaroo willing to scrub the sides of the elephant? What condition did he give before he could leap? d. Who is more clever, the kangaroo or the elephant? Prove your answer.

Peter, Peter, pumpkin eater/ Had a wife and couldn‟t keep her/ He put her in a pumpkin shell/ And there he kept her very well// 2. Review: Checking of assignment: Direction: Underline the correct demonstrative pronoun for each of the following sentences.

3. Engagement Activities: Group the pupils into four. Have them perform the following activities:

1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carries the prince in (those, this) wooden box. 5. (These, This) are the eyes of a thousand snakes.

GROUP 1: LIGHTS, CAMERA, ACION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 2: Thank you, God! Being clever is God‟s gift to us. What we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here.

3. Motivation: Have you read the stories, The Ugly Duckling, The Little Mermaid, The Tinder Box, The Snow Queen, The Princess and the Pea and The Emperor‟s New Clothes? Who has written these stories? (Hans Christian Andersen)

______________________________________ ______________________________________ ______________________________________ __________________________________

4. Presentation: Have the pupils read the following sentences taken from the story about the famous author, Hans Christian Andersen.


1. His mother, herself, spent long hours reading stories to him. 2. His father saved money so Hans could go to the theater, and he, himself, took the boy there. 3. To encourage Hans to go back to school, his friends told him that they, themselves, would shoulder his expenses.


GROUP 4: DRAW ME!

Draw the elephant and the kangaroo in the story. Make a dialogue between the two using the bubble.

Elephant:

Oral,

5. Discussion: What are the italicized words in the sentences? What do these words do with the nouns or pronouns that precede them? What does the pronoun herself emphasize? himself? themselves? What are these pronouns called?

Kangaroo:

Allow the pupils to perform the activities under limited time. 66

Can you leave out the intensive pronoun without changing the meaning of the sentence? (yes) Discuss further.

4. Larry, himself, offers for the illustrations. 5. All the children, themselves, enjoy writing poems.

6. Fixing Skills: Underline the intensive pronouns used in the following sentences. Box the word it intensifies/emphasizes.

IV. EVALUATION: GOLD: Direction: Complete each sentence with intensive pronouns. 1. The members of the Filipino Inventors Society, _________, have offered a solution to the environmental problem. 2. The president of the Filipino Inventors Society said that the transporters and dealers, ________, should stop from selling used oil. 3. A circular was issued by the government, _______. 4. To insure that the used oil, ______, would not be used as fuel in furnaces and of cement kiln, there should be a collection system of used oil. 5. You, _____, can help the quality of your environment.

1. I, myself, will supervise the work. 2. You, yourself, will shop for the materials. 3. We, ourselves, are responsible for the success of our project. 4. Our output, itself, will speak for us. 5. She, herself, wrote it. 7. GENERALIZATION: What are intensive pronouns? When do we use intensive pronouns? REMEMBER: Intensive pronouns end in –self when singular and –selves when plural. It is always used with antecedents.

TS. TRANSFER STAGE: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister.

An intensive pronoun is used to emphasize a preceding noun or pronoun. It can be omitted without changing the meaning of the sentence.

It isn‟t the hunting on the hills/ that hurts the horses‟ hooves, It‟s the hammer, hammer, hammer on the hard high road.

8. Application: A. Guided Practice: Direction: Complete each sentence with intensive pronoun: 1. 2. 3. 4. 5.

2. Review: Checking of assignment Write the purpose of the author in writing the following article/ titles:

Lorna, ______, reads a nice poem. She, ______, wrote it. Her classmates, ______, read the poem and liked it. We, ______, will write, too. You, _____, have to make the illustrations.

1. A chapter in Science book explaining why and how volcanoes erupt. 2. A manual on how to operate a personal computer. 3. The comics page of a daily newspaper. 4. A story about a snowman who turned into a real boy for a day. 5. A column giving advice about matters of the heart.

B. Independent Practice: Direction: Underline the intensive pronoun and circle its antecedent.

3. Motivation: What was the last movie you have watched? What was it all about? Have the pupils tell the feeling or mood the movie put them in.

1. Alita, herself, compiles her poems and stories. 2. The president of the English club, himself, encourages the children to write poems and stories. 3. The teachers, themselves, assist the pupils to visualize what they want to write. 67

1. Which of these choices is not described in the selection?

4. Presentation: Have the pupils identify the mood projected by the following situation:

A. a crowd shouting B. people fighting C. clapping hands D. loud music

a. The house was very dark. Jahzeel pushed the door and heard a loud creaking sound as it opened. He held his breath as he stepped very slowly into the room. Suddenly, a cold hand gripped his neck. _____________________ (suspenseful)

2. Read the last two sentences. How does Don probably feel? A. scared B. annoyed C. excited D. tired

b. The sun is rising from behind the mountain. The flowers are all in bloom. Birds are chirping. The children are laughing.

3. Which phrase best graphic organizer?

completes

this

People chanting

(happy) c. The shark slowly appeared from the deep water and started circling the boat. It is big and silvery white with small eyes and saw-like teeth that made the fisherman tremble. _______________ (fearful)

Clapping hands

? The Concert

A. people talking C. people singing

5. Discussion: Have the pupils understand that aside from inferring about character traits, it is also important to infer the general mood of a selection they read.

B. quiet music D. loud music

7. GENERALIZATION: Making an inference is seeing other meanings that directly stated details in a passage imply, suggest, or hint at. An inference is going beyond the surface details.

As you read each situation, what feeling do you get from reading it? What does mood mean? How do we infer the general mood of a selection? Discuss further.

Authors use words, phrases and images to catch the attention of the readers and to work on their emotions and create the mood of the selection. What is a mood? Mood is the feeling you experience while reading. It is the atmosphere which covers a whole range of moods; from anger to sadness; to excitement and fear.

6. Fixing Skills: Read the passage below. Infer the mood each situation brings by selecting from the given choices. (Reading for Meaning 6 p. 158)

8. Application: Have the pupils read the following paragraphs. Then, infer the general mood of each selection. Arrange the letter of the following words to identify the mood given.

Don watched the crowd grow. Music blasted out of the speakers. He could feel the beat through his body. When the lights went out, everyone pushed forward. People started chanting the names of their favorite band members and clapping their hands. Don smiled and started clapping, too. He knew it would be a great concert.

1. Roland frowned. He wanted to watch a basketball game TV. But Maricel was watching another program. He suddenly switched to another channel. Maricel shouted. “How impolite!” ____________ (ngaer) 68

air and landed in a river. 5.can‟t talk but at least can travel.

2. Karl and Jazzer are boy scouts. They have been learning to give first aid. They have learned what to do with the cuts, bruises, sprains and how to dress wounds. One day, while the boys were walking home from school, they saw a car hit a little girl. Karl and Jazzer ran quickly to the child. She was unconscious and blood was spurting from a wound on her wrist. __________ (chlleagne)

MOOD BANK Anger Joy

sadness surprise

resignation appreciation

V. ASSIGNMENT: A. GOLD: Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

3. “What a place! Cockroaches everywhere, cobwebs, and dust thick enough to plant potatoes in it!” ___________ (gutsdis)

1. IV. EVALUATION: TS: Direction: Read the passage below. Infer the moods directly stated by the quotes given. The MOOD BANK can serve your guide to identify the mood being referred to.

Neil Armstrong, _______, prepared well fro the flight to space. His teachers, _______. Told about Neil‟s excellence in Science and Math. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it. The training program, ________, was difficult. The U.S. President, ________, congratulated the three astronauts.

2.

3.

Once there was an old rock on top of a mountain that wished it could talk. Now and then, a person or an animal came by. Some climbed onto the rock to look at the view.

4. 5.

B. TS. Direction: Infer the mood of the following selection. Choose your answer form the given choices inside the box.

“Hey!” the rock wanted to say. “Watch your step!” But it could not. Thousands of years came and went but the rock could not come and go like the people and the animals. It had to sit still and keep quiet.

1. “Please don‟t cry. Tell the kids that their daddy is fighting for them, for his wife, for his people, and for his country,” said the departing soldier. _____________. 2. All the children were opening their gifts. Their faces brightened up as each took out a toy from inside colorful wrappers. But Lita had no gift to open. Tears started to flow down her cheeks. “If only my parents were alive,” she thought. 3. The Francisco family was up early, and so were the rest of the people in the whole town. Bands have been playing merrily since six o‟clock in the morning. Church bells have been ringing gaily, too. The town fiesta has begun.

Then, one day, something changed. The earth moved. With a great roar, the mountain threw the rock high into the sky. It flew through the air and landed in a river miles away. “Well, the rock thought to itself. “I still can‟t talk, but at least, I can travel.” Quotes 1.wished it could talk 2.had to sit still and keep quiet. 3.with a great roar, the mountain threw the rock high into the sky. 4.it flew through the

5._____________

Mood 1. ___________ 2. ___________ 3. ___________

4. ___________ 69

Merry

excited

Sad

sorrow

LESSON # 14

innkeeper gypsy predicament

OBJECTIVES: 1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use reflexive pronouns. TS: 4. Recognize the figurative language to describe people and events – simile, metaphor, hyperbole and personification 5. Use the figurative language to describe people and events

chamber trial majesty

GLR: CT:

1. Upon reaching the place where we are going today, we were warmly welcomed by the ______. 2. I don‟t want to be caught in a _____ because it is a difficult situation to be in. 3. She feels like a ____ every time her father is assigned from one province to another. 4. The ____ was filled with people who were eager to hear the verdict.

II. Subject Matter: GLR: Depending a Poor Man GOLD: Using Reflexive Pronouns TS: Inferring the General Mood of the Selection

4. Motive Question: Have the pupils state questions about the story. (Who depended the poor man? How?)

Reference: 2002 Basic Education Curriculum PELC Speaking 7.4 PELC Reading 7.1 Growing in English p. 204 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156


Depending a Poor Man Janos Kadar, a Hungarian, was a hardworking fellow. He worked till the wee hour of the night. Soon he was able to pay off all his debts and still had enough money left to live comfortably for the rest of his life. So one beautiful sunny day, Janos went to see and repay the innkeeper who had helped him when he was penniless and starving.


GLR: Genuine Love for Reading A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister:

How surprised the innkeeper was when he saw Janos. “Hello. Fifteen years ago, you gave me three boiled eggs when I was very poor and hungry. I came back to reward you for your kindness by paying for those eggs a hundredfold.”

Kimbo Kemble kicked his kinsman‟s kettle. Did Kimbo Kemble kcik his kinsman‟s kettle? If Kimbo Kemble kicked his kinsman‟s kettle, Where‟s the kinsman‟s kettle Kimbo Kemble kicked?

Unfortunately, the generous innkeeper became a greedy one after fifteen years. He figured out what have happened if the three eggs had hatched into little chickens and if those chickens had grown up and hatched for more chickens, and so on. Finally, he greedily concluded that Janos must give him everything he had, including his savings.

2. Motivation: How do you treat a visitor? 3. Vocabulary Development: Read the following sentences. Use context clues to decide which word from the box make sense in each sentence.

Janos almost fell dead in surprise with how his kind gesture was met with by such unimaginable greedy demands. The story of 70

his predicament spread like fire throughout the land. The King of Hungary heard the story and volunteered to sit in the jury.

How thankful Janos was to the King and most especially to the gypsy traveler. As for the innkeeper, there was no more reward – just a few cents for his boiled eggs. Adapted

Janos became more and more upset as the time drew near for him and the innkeeper to face the king in court. Soon his hard-earned savings would disappear like a bubble for he presumed that the king would decide in favor of the crafty innkeeper.

C. Post Reading Activities: 1. Answering the questions.

motive

2. Comprehension Check: Have the pupils answer the following questions:

A week before the final day, while he was thinking about his misfortune, a gypsy came by. “Why are you wearing a long face, goodman?” he asked cheerfully. Janos told him everything. “Don‟t you worry. I‟ll present the case to the king and you‟ll surely win. You should know how clever gypsies are.” Janos accepted the offer even if he had little hope that anyone could really him.

a. What did the poor Hungarian owe the innkeeper? b. How much did the innkeeper want the poor man to pay? c. Who depended the poor man? How? d. If you were the gypsy, how would you depend the poor man? e. If you were the King, would ypu do the same?

On the day of the trial, Janos was looking for the gypsy in the chamber. He was nowhere to be found. After sitting and waiting for a long time, the King grew impatient. “Janos Kadar,” he said. “Prepare to give all that which the innkeeper is asking for you if your representative doesn‟t appear in thirty seconds.”

3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: LIGHTS, CAMERA, ACION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

Just in time, the gypsy came bursting through the door. “Your majesty, I apologize for being late. You see, I was boiling corn at home, trying to turn it into more corns!”

GROUP 2: Thank you, God! Being clever is God‟s gift to us. What we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here.

Everyone in the chamber roared in laughter.

__________________________________________ __________________________________________ __________________________________________ ______________________

“How silly you are! How can you make more from boiled corn?” asked the King.


The gypsy grinned and said, “Well, Your Majesty, how can you hatch chicks from boiled eggs?”


The King stared at the gypsy thoughtfully. “I think you‟re right. The boiled eggs could not hatch into chicks anymore.” Finally, he said, “Janos, you have to pay only for the eggs you ate.”

GROUP 4: DRAW ME!

71

Draw the elephant and the kangaroo in the story. Make a dialogue between the two using the bubble.

King

5. Discussion: What are the underlined words in each sentence? What are these words? (reflexive pronoun) Can you read each sentence without the reflexive pronoun? Does it make sense? In what way is the reflexive pronoun similar to intensive pronoun? How does it differ? Discuss further.

Janos

Allow the pupils to perform the activities under limited time.

6. Fixing Skills: A. Underline the pronoun and circle its antecedent. Then put a check (/) before each number if the pronoun is a reflexive pronoun and (x) if it is intensive pronoun.

GOLD (Grammar, Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils recite following:

the

Lily Lee listens to lessons, As Lily Lee listens to lessons, She listed eleven lessons on how to listen to lesson.

_____1. Annie reads to herself a nice poem. _____2. She, herself, wrote it. _____3. Her classmates, themselves, read the poem, and liked it. _____4. Sherwin offers himself for the illustrations. _____5. Jahzeel, himself compiles his poem and stories.

2. Review: Checking of assignment: Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

B. Complete the following sentence with reflexive pronoun.

1. Neil Armstrong, _______, prepared well fro the flight to space. 2. His teachers, _______. Told about Neil‟s excellence in Science and Math. 3. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it. 4. The training program, ________, was difficult. 5. The U.S. President, ________, congratulated the three astronauts.

1. Neil Armstrong prepared _____ well for the flight to space. 2. The lessons for learning to fly a plane were expensive but Neil earned the money for it _____. 3. Neil applied _____ for the astronaut program but was not optimistic about his chance because there were many applicants. 4. Nobody else but Neil _____ was surprised when he was accepted. 5. It was Neil ______ who became the first human being to step on the moon.

3. Motivation: Which of the stories written by Hans Christian Andersen have you read already?

7. GENERALIZATION: What is a reflexive pronoun?

4. Presentation: Have the pupils read the following sentences:

REMEMBER:  I find myself enjoying the stories.  The swan saved itself in the water.  My parents gave themselves time to watch a movie.

The reflexive pronoun is used as an object that refers to the subject. It is necessary to the sentence, and, therefore, cannot be left out. 8. Application: 72

A. Complete the following sentence with a reflexive pronoun:

Should she sell sheers sheets or should she sell shaggy shawls?

1. The President of the Filipino Inventors Society said that the transporters and dealers should stop ______ from selling used oil. 2. Instead of burning, the FIS members said that they will collect the used oil for ____ to refine and recycle it and save thousands of lives of people. 3. The refining process won for _____ the Best Invention Awards in 1994 during the National Inventors Week. 4. You make an experiment about chemical change for ______. 5. Olivia Salamanca was a brilliant student ______.

2. Motivation Have you read a poem? Did you understand the meaning of the poem or what the author wants to convey? Why? Why not? 3. Unlocking of difficulties a. delight - satisfaction b. bower - one who bends his head or body to show respect c. fold - to lay one part over another part d. duster - one used to remove dust B. Development of Lesson 1. Presentation a) The teacher sets standards in reading a poem and hints for pupils to learn appreciation of poems. b) The teacher will present poems written on a manila paper. She will post it on at a time for discussion. c) Teacher reads a poem twice.

B. Write R if the italicized pronoun is reflexive and N if not. _____1. Olivia Salamanca was a bright student herself during her college years. _____2. As a student, she, herself, did research on a cure for tuberculosis. _____3. At first, Mr. and Mrs. Salamanca, themselves, encouraged her in her work. _____4. As a doctor, Olivia cared more for her patient than for herself. _____5. Today, tuberculosis, itself, is a curable disease.

NIGHT By William Blake The moon like a flower In heaven‟s high bower With silent delight Sits and smiles in the night 2. Analysis and Discussion

IV. EVALUATION: GOLD: Direction: Complete the following sentence with the correct reflexive pronoun.

1. Teacher asks a pupil to read the underlined words in the poem. 2. The teacher reads the underlined words again and says that the underlined sets of words are examples of figures of speech. 3. Study the lines from the first poem.

1. I find ____ enjoying biking around the neighborhood. 2. Jazzer learned ____ playing the guitar. 3. The teachers gave _____ time to relax during Teacher‟s Da. 4. The girls collect shells and stamps for _____. 5. Allyson make an album of butterflies for _____.

a. How did the poem describe the moon? Like a flower in heaven‟s high bower. b. Can the moon really do what the poet wrote? Sits and smiles on the night With silent delight

TS. Transfer Stage

c. Explain that poets use figurative language to create sensory images.

1. Drill: Pronunciation Drill: Have the pupils recite the following:

73

d. Tell the class that the first underlined set of words in the poem is called simile. It compares two unlike objects with the use of like or as.

a. Simile is stated comparisons of two unlike objects have something in common. It uses the words like and as in comparing.

e. In the second and third underlined group of words, figurative language used is personification. It gives human characteristics to non-human things.

b. Personification is the giving of human qualities to animal, objects and ideas. c. Metaphor makes a direct comparison of two unlike things that have something in common. It does not use the word like/as.

f. Present the second poem. g. Study how the author describes a turtle. A tidy turtle folds himself up carefully and puts himself away

4. Application: A. Direction: Tell whether the given sentence below is a Simile, a Metaphor or a Personification. Write your answer on a piece of paper.

h. Tell the pupils that these groups of words are called metaphor.

_____ 1. The flower swayed happily the wind. _____ 2. The dictionary is the bankbook that guides us in use of the words and their meanings. _____ 3. The airplane was swallowed by the thick clouds. _____ 4. The leaves whisper their words to each other as the wind passes by. _____ 5. To be in the museum is to be at a time machine set back long time again.

Metaphor is a figurative language that makes direct comparison of two unlike things that make something in common. i. Present this poem on the board. A spider walked a tightrope there And did not trip or fall She even kept her balance well Without a parasol

Possible Answers: 1. Personification 2. Simile 3. Metaphor 4.Personification 5. Metaphor

The underlined group of words shows personification. Personification is the giving of human qualities to animals, objects and idea.

B. Enrichment Activities Direction: Study the following lines from the poems given to your group. Underline and identify the figurative words used. (Simile, Metaphor, Personification) Here are the poems.

What human qualities are given to the spider? walked a tightrope kept her balance well without a parasol

The moon like a flower In heaven‟s high bower With silent delight Sits and smiles in the night

j. Pupils read the poem in unison. 3. Generalization

From: NIGHT by William Blake 



Figurative langauge describes ways and it goes beyond what words actually mean. These are oftentimes used by poets to suggest meanings. The three types of language learned are:

My turtle is a tidy boy! When he is tired of play, He folds himself up carefully And puts himself away.

figurative From: TIDY TURTLE by Polly Chase 74

Reference: 2002 Basic Education Curriculum PELC Speaking 7.4 PELC Reading 7.1 Growing in English p. 204 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156

IV. Evaluation Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification. ______1. The kettle sings as it sits on the stove. 2. The grass dances with the wind. 3. The sun is a ball of fire. 4. The clouds are as white as cotton. ______5. Her brother was a tower of strength during those hard times.


GLR: Genuine Love for Reading A. Pre-reading Activities: 1. Drill: Pronunciation drill:

V. ASSIGNMENT: GOLD: Make/Write 5 sentences using Reflexive Pronoun.

Betty bought a bit of butter but she found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

TS. Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification.

2. Motivation Who is the 10th President of the Republic of the Philippines? Who is the President next to President Ferdinand E. Marcos? How did these two presidents become popular in the history of the country? Are you familiar with the events that brought about the fall of Marcos and the rise of Cory Aquino? Today, we will read one of the momentous events in the history of the country, the EDSA Revolution. (Show pictures of the EDSA Revolution)

______1. An army of fleas attacked the dogs. ______2. The wrinkled sea beneath him crawls. ______3. The taxis roll along the avenue like spools of colored threads. ______4. The wind slapped my face like an old man. 5. The car eats lot of gas.

LESSON # 15 OBJECTIVES:

3. Unlocking of Difficulties Substitute another word for the underlined word in each sentence. Choose the word from the list given below.

GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use relative pronouns. TS: 4. Sequence the key concepts or big ideas to show wholeness of the story/ selection

descended rolling stormed

II. Subject Matter: GLR: The EDSA Revolution GOLD: Using Relative Pronouns TS: Sequencing the Key Concepts or Big Ideas To Show Wholeness of the Selection

surged emboldened non-violent glued manned

a. The tanks were moving towards them. b. The armored tanks were driven by armed soldiers. c. The people moved forward. d. The crowd came to EDSA from all directions. 75

e. The revolution was a no-shooting struggle. f. The eyes of the whole world were stuck to their TV sets. g. No longer afraid, the lady offered him some food. h. The people broke through the gates of the palace.

direction of the advancing tanks. Instinctively, they held on to each other. Locked in each others‟ arms – the praying nuns and priests, the businessmen, students, teachers, laborers, housewives – forming a strong chain, they all surged forward risking their lives as they faced the advancing armored tanks. “Hold on!” one man shouted.

4. Motive Question: Have the pupils formulate their own questions. B. During Reading Activities: Have the pupils listen as the teacher reads the story. The EDSA Revolution The four days of February 22 to 25, 1986, known in the Philippines as the EDSA Revolution, is a Filipino version of a peaceful and non-violent popular uprising. It was the victory of the national purpose and conservative values of the nation. It was the outpouring of love, anger and courage which brought the people into streets against the power of a dictator and the fear of a communist takeover.

“Do not let go!” another one commanded, as they held on tightly locked arm in arm. Holding a rosary, a nun suddenly stepped forward and sweetly offered a sampaguita garland to a soldier. Emboldened, a lady offered a second soldier some sandwiches and cigarettes. Then the crowd offered the armed soldiers in the tank pieces of fried chicken, soft drinks, other food and cigarettes which the tired and hungry soldiers could not resist.

While the world watched, their eyes glued to their television sets, the Epifanio de los Santos Avenue or EDSA for short, became one stage for a drama: Cory Aquino as the heroine, Ferdinand Marcos as the villain and the rebel military leaders in the persons of Fidel Ramos, Juan Ponce Enrile and Gregorio Honasan as sudden heroes. Within hours of the announcement of Enrile and Ramos‟ break up with Marcos in a press conference, the streets outside of the rebel headquarters became filled with people.

“Join us, the people told the soldiers, let us not kill one other. We are all Filipinos and brothers.” The soldiers went down and abandoned the tanks and joined the crowd to the great joy and applause of the people. At last, Malacañang fell. All the people stormed its gates and rushed through the rooms of the palace.

Men, women and children descended into EDSA from all directions bringing with them provisions such as fried chicken, spaghetti, sandwiches and soft drinks, not to take part in a revolution, but in a family picnic. They came with their radios and cassettes while the women brought their umbrellas and camped on the concrete highway with their families and friends. Cars and vehicles were parked in the middle of the streets. Soon the people saw military tanks manned by heavily armed soldiers rolling towards them. Suddenly everyone ran in the

People Power had won over the dictator‟s rule. A long night had ended. It was the break of a new dawn. The Filipino people had shown to the world that a non-violent struggle for freedom can be won through the unity and prayers of a people determined to live the way of peace, justice and freedom. C. Post Reading Activities: 1. Answering the motive questions: 76

2. Comprehension Check: Have the pupils answer the following questions:     

GROUP 3: Fill the story grammar with details from the selection.

What did the Filipino people fight for during the four-day EDSA Revolution? How did EDSA become the center of drama during the revolution? Who gathered at EDSA? How did the people stop the military tanks from dispersing them? How did the nuns and the crowd soften the wooden heart of the soldiers?

STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________ Who is the main character? Where and when did the story take place?


Engagement Activities: Have the pupils perform the following activities under time limit.


GROUP 1: LIGHTS, CAMERA, ACION!


Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 4: WRITE ME A LETTER

GROUP 2: What I learned from the story: What moral values of the Filipinos are inferred from the following situations? 









A great number of people came to EDSA after a call for help was aired through the TV and radio stations. (COOPERATION) “Let us not kill one another. We are all Filipinos and brothers,” the people pleaded the soldiers. (LOVE FOR FELLOWMEN) As the crowd waited in the concrete pavement, many of them prayed while others sang spiritual hymns. (FAITH) Locked in each others‟ arms like a strong chain, the people approached the advancing tanks. (UNITY) The people offered food, soft drinks and cigarettes to the tired and hungry soldiers. (CHARITY)

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

GOLD: Grammar Oral, Language Development: 1.

Drill: pronunciation Drill: Have the pupils read the following verse drill: A fairy fell in love/ with a beautiful firefly She wanted his fire/ and she wanted to fly.// An elf said,/ “The fair fairy is being funny,// She can make fire/ and she can fly/ Even without a firefly!”/

2. Motivation: Can you sing the National Anthem from memory?

77

A relative pronoun is a pronoun that may introduce an adjective clause. It joins its antecedent of which it is part. Relative pronoun should be placed as close as possible to their antecedents.

3. Presentation: Have the pupils read the following sentences taken from the history of the Philippine National Anthem:  



The Philippine National Anthem is a song that expresses well the story of our struggle for independence. Emilio Aguinaldo who had commissioned the song, intended it to be part of the proclamation rites of the Philippine Independence Day. Jose Palma, who was a great poet, wrote the lyrics of the song.

Note that the pronouns who, whom, and whose are used to refer to people; that is used to refer to people and things; which is used to refer to things and animals. 7. Application: A. Direction: Supply the following sentences with the correct relative pronoun:

4. Discussion: What are the italicized clauses in each sentence? What is the function of each clause? What word introduced each clause? What are these words? What is the function of relative pronoun? Discuss further.

1. Kawit, Cavite ____ is the site of the Declaration of the Philippine Independence, is a place memorable to me. 2. My mother, ____ is very dear to us, used to narrate how we were taken home to Kawit, Cavite. 3. A special train ____ Grandfather had hired was waiting for us. 4. From then on, our family ____ Grandfather cared for so much, stayed in Kawit. 5. Grandfather needed someone ___ could host his numerous visitors.

5. Fixing Skills: A. Write the correct relative pronoun to complete each sentence. 1. During the Spanish period, the Barong Tagalog ______ was the fashionable wear at that time, was made from the fiber of the pineapple plant. 2. Tinikling, ____ is a popular dance among Filipino celebrations, uses bamboo poles. 3. Many childless married women go to Obando, Bulacan, to dance at the rites _____ has now become a devotional dance to the town‟s three patron saints. 4. The “enchanted forest,” _____ is a part of Baguio City, attracts both the young and adults. 5. The yoyo, a game ____ is now played around the globe, was started in the Philippines by a Filipino.

IV. EVALUATION: GOLD: Direction: Write the appropriate relative pronoun for the following sentences: 1. The original flag, _____ was made in Hong Kong by Dona Marcela Agoncillo, is exhibited at the Aguinaldo Museum in Baguio City. 2. Emilio Aguinaldo, _____ brought the flag to the Philippines had it first unfurled at Kawit, Cavite on June 12, 1898. 3. The history of the Filipinos is recorded in the museum _____ was inaugurated in May, 1985. 4. This flag, ____ was taken by the Americans, was given to the American museum. 5. Seven years later, the general ____ lay dying on his bed, kissed the flag for the last time.

6. GENERALIZATION: What is a relative pronoun? REMEMBER:

78

1. Drill: Pronunciation Drill: Have the pupils recite the following tongue twister:

Paragraph 5: How did the nuns and the crowd soften the wooden heart of the soldiers? (The nuns and the crowd offered flowers, food and drinks to the hungry soldiers.)

She sells seashells from the seashore/ If she sells seashells from the seashore, Where‟s the seashells she sells from the seashore?

Paragraph 6: How did the crowd encourage the soldiers to step down from their tanks and join them? (The people said, “Let us not kill one another, we are brothers, join us!”.)

TS. TRANSFER STAGE:

Paragraph 7: What did people do upon reaching Malacañang Palace? (People stormed its gate and rushed through its rooms.)

2. Review Do you still remember the basic elements of a short story? (Title, Main Character, Setting, Plot, Ending)

Paragraph 8: What did the world witness in the event? (The world witnessed a non-violent struggle for freedom won through unity and prayers.)

3. Presentation: Ask the pupils the title of the selection. Ask them to count the number of paragraphs in the selection. 4. Analysis and Discussion

5. Fixing Skills:

Guide pupils to identify the key concept or big ideas involved in each paragraph through these comprehension questions. Use the chain of events to sequence the key concepts.

Listen as the teacher reads each short story then sequence the following events in order. Use numbers 1-5. Mother wanted to bake a cake but she found out that there were no eggs. So she told Maribel to run to a store to buy some. When Maribel was about to go to the kitchen, she tripped on Arthur‟s toy trains. Crack! The eggs fell and got broken. Mother told Maribel to buy eggs again.

Paragraph 1: What did the Filipino people fight for during the four-day EDSA Revolution (It was the victory of national purpose and conservative values of the nation.) Paragraph 2: How did EDSA become the center of drama during the revolution? (The announcement of break up of the military leaders Enrile, Ramos and Honasan with Marcos authority signaled the people to pour at EDSA thus becoming the center of drama during the revolution.)

She told Maribel to buy eggs. Mother wanted to bake a cake but there were no eggs. Mother told Maribel to buy eggs again. As Maribel was bringing the eggs to the kitchen, she tripped on Arthur‟s toy trains.

Paragraph 3: Who gathered at EDSA? (Men and women from all walks of life gathered together at EDSA.)

Darwin studied for his exam until late at night. The next morning, he was not able to wake up even though the clock alarmed. So father woke him up and helped him prepare for school. Eventually, Darwin arrived late in school.

Paragraph 4: How did the people stop the military tanks from dispersing them? (People formed a strong chain, risked their lives to block the advancing tanks.)

Father woke up Darwin and helped the latter prepare for school. Darwin studied for his exam until late at night.

79

Darwin was not able to wake up when the clock alarmed. Darwin arrived late in school.

When Pepito came home, he planted the big seed. The next morning he found a money tree on the place where he put the seed!

6. Generalization How do we sequence the key concepts to show the wholeness of the selection?

Strips of events for B groups: One evening, Rhodora went to sleep without fixing her schoolthings. While she was sleeping, she was interrupted by some noise.

To sequence events is to arrange the events according to how they happened in the story. We identify the key concept of a paragraph and arrange them according to the sequence of events in the selection.

It was her school things – the bag, books, notebooks, pens and papers that came alive! Her school things were mad at her for not fixing them.

7. Application A. MINI THEATER RESENTATION a. Form 4 groups of fives to correspond to the number of paragraphs in the selection. b. Given the key concept for each paragraph, have a role playing with the episodes in each paragraph. c. Show the correct sequence of events during the presentation. d. Use props and background music if needed.

Rhodora asked forgiveness from her school things and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream. Say: Mothers, stay in your group and send each of your daughter to other group. You read to the daughters the event written in the strip. Daughters, listen very carefully to the event. After that go back to your mother group and share what you have listened to. The group then arranges the events in order forming a story. Finally, retell the story to the class.

B. Story Construction Game (Group Work, with 50 pupils) To the teacher: Divide the class into groups with five members and each group is called Mother group. The leader is the “mother” and the four members the “daughters.”

IV. EVALUATION: Number the concepts/ideas given below in the order in which they occurred in the EDSA Revolution. ____ Armored tanks with heavily armed soldiers moved towards the people. ____ The people rushed through the gates of Malacañang and entered all the rooms. ____ The soldiers accepted the food and cigarettes offered by the people. ____ Families and organizations prepared food such as fried chicken, sandwiches, and soft drinks as if going to picnic. ____ People power won and democracy was restored. ____ People came in great numbers and camped on the pavement of EDSA. ____ Fidel Ramos and Jose Ponce Enrile broke away from Marcos.

 Divide the ten groups into two – A and B respectively.  Distribute randomly each strip to each “mother” of A groups. Pepito saw an old woman who was hardly crossing the street. He approached the old woman and offered help and the latter gladly accepted the offer. When the two reached the other side of the street, the old woman rewarded Pepito a big seed. 80

____ The people locked arms and met the advancing tanks. (Key to Correction: 4, 7, 6, 3, 8, 2, 1,5) V. ASSIGNMENT: GOLD: Write the correct relative pronoun to complete the sentence: 1. The colors ____ we see around us can influence our moods. 2. Scientists ____ measured the temperatures of colors have found out that reds and oranges are actually warmer than blues and greens. 3. The instrument ____ the scientists used to measure the temperature of color is called thermopile. 4. Color coding ____ people use in their business files, help them speed up their work. 5. Map makers ____ use color codes make it easier for us to identify the different features of the maps. TS. Sequence the events of the given story: For the teacher to read to the class: Each weekday is a busy one for Mr. Rodriguez, a family man and a watchman in a sports center. Before he goes to his work, he drives his two children to school. In the afternoon, he gets his children back from school. At home he feeds the pigs and chicken. Lastly, Mr. Rodriguez fetches water for his family. Pupils‟ copy: _____ He feeds the pigs and the chicken. _____ He gets his children back from the school. _____ He goes to the sports center. _____ He fetches water. _____ Mr. Rodriguez drives his children to school. (End of Second Grading Period)

81

a. b. c. d. e.

tientap cuarogesou azly sseiuor belumh

(patient) (courageous) (lazy) (serious) (humble)

What are the words formed? What are these words? Have the pupils read the following story: Several days after he arrived at their house, Eddie sat for some five-year old twins, Michael and Michelle. Soon after he arrived at their house, the twins began arguing about a tricycle. Michael insisted the tricycle was his. Even though he was playing in the sandbox, he did not want Michelle to use it. “All right,” said Michelle, “I won‟t use your tricycle. I‟ll play in the sandbox and make a sand castle.” “No,” said Michael, “This is my sandbox because I was first to be here. You can‟t play here until I finish building my fort.” (Reading for Meaning 5)

5. Discussion: What can you say about Michael? (selfish) Why? What character traits could you infer that Michael has? Discuss further 6. Fixing Skills: Read the passages below and underline the word that best describes the character in each. 6. Ivy pushed her long hair away from her face and walked to the window and back. Ivy was ______ nervous

tired

peaceful

7. “There is nothing you can do, child,” pleaded her mother. She realized that Ivy wanted to go out in the storm alone. Ivy‟s mother was ______.

7. Motivation: How will you describe your mother? Your father? Your friends? Etc…..

glad

worried

proud

8. An enormous tree was rushing along in the water like a battering ram. It was headed toward the bridge support below

8. Presentation: Have the pupils rearrange the jumbled letters to identify character traits. 82

the spot Ivy was clinging. She held her breath as she watched the thing move upward and down in the river. Ivy was _____. excited foolish

1. Johnny often told everyone what to do. When the boys played games, Johnny would say, “We are all going to do things my way.” From this action, we can tell that Johnny is _____.

frightened bossy Main Character

9. “Balikbayan Bridge is out!” Ivy said and she collapsed on the floor. Ivy was _____.

Character Trait

bossy

Evidence: Johnny would say, “We are all going to do things my way.”

10. The passengers on the bus that Ivy saved collected money to help her continue her schooling. The passengers were _______. sorry

considerate

Johnny

exhausted sick cowardly

grateful

neat

2. “Hi! You‟re new here, aren‟t you?” asked Jennifer. “Would you like to play with me? We could play patintero or tumbang preso, if you like.”

angry

7. Generalization: What are the different traits that we can infer from a character?

Gwynn said, “I‟d love to. I just moved here and I don‟t know anyone.” Jennifer is __________.

Remember: shy When you read, you can use information from a story to help you learn more about a character that the story tells you directly. The clues you may use include what a character says or does and what other characters say about that person. When you do this, you are inferring character traits – the qualities that a character has. What a character says, does, thinks and feels tells you a lot about him or her. What other characters say can also give you clues.

friendly

quiet

Main Character

Character Trait

Evidence:

3. Gale cleaned the tables and put away the dishes fro her mother. She made tea for her father when he was sick. Delia is _______.

8. Application: A. Form small groups. Talk about the character traits of each member of the group. Use the Venn Diagram.

messy Main Character

neat

helpful Character Trait

Evidence:

B. Fill in the web with the character‟s name, one character trait and the evidence to prove your answer. Number 1 is done for you.

IV. Evaluation:

83

TS. Direction: What trait of the character or characters is shown in each of the following situations? 2. Eva and her mother walk on the snow to gather food. (persevering, patient, daring) 3. For the first time, Eva will walk alone under the sea. (coward, courageous, shy) 4. Her mother told Eva to take care of herself. (loving, cruel, funny) 5. “I should start working now,” Eva said. (lazy, brave, determined) 6. She starts singing a tune and dancing. (crazy, thankful, fun-loving) V. Assignment: A. GOLD: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it. ______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest. B. TS. Direction: Identify the character trait being shown by the following situation: 6. “Sir, this is your wallet. You dropped it,” the boy said to the old man. 7. “Don‟t touch my doll! It is mine!” Mara said. 8. Faye obeys her teacher and older classmates. 9. Laurence has saved his money since he was in Grade 3. 10. “I love to sing and dance. I enjoy my studies,” Mae said. 84

2nd Grading - Lp English Vi

Recommend Documents